Youth Peacebuilding: Music, Gender, and Change

Appendices

189 Appendices Appendix 1. Third Place Respondent Demographics Black African Sudanese female, 15 years old, singer, selfsupporting White Australian male, 14 years old, break-dancer, says his mom looks after his little brother and sister (unclear, as his older brother said she’s a journalist) Male of Samoan and Maori heritage, 14 years old, crumper, parents own a resort in Samoa Maori female, 13 years old, singer, parents are both factory workers Black African Liberian male, 16 years old, crumper, did not know what his mom does for work White Australian male, 16 years old, break-dancer, mom is a journalist? (older brother of 14-year-old break-dancer) White Australian male, 17 years old, break-dancer, mom does payroll for a pest control company, stepfather works for the railway, father works at the Port Authority Samoan/Maori female, 13 years old, singer, lives with her aunt and uncle, who are both factory workers Slovenian (white, Eastern European), 18 years old, break-dancer , father is a house painter, mom is retraining as a nurse because her Slovenian papers are not accepted in Australia Fijian/Indian male, 20 years old, MC, father works in a company ’s laser computer operations division 190 Appendices Appendix 2. Third Place Participant Interview Schedule • Name, age, school • Family/cultural background (English at home?) • Parents’ current and past occupation? (Indicator of class) 1. What made you want to get involved with [Third Place]? 2. What does “peace” mean to you? 3. Were you involved in any peacebuilding activities before joining this project? 4. Do you think music/dance has been a useful tool for your involvement in peacebuilding? How? 5. Would you have participated in a peace workshop without the music/dance? 6. How did you get interested in [your art form]? 7. Do you feel being involved in this project will make it easier for you to be formally involved in peacebuilding in the future? For example, did it help you develop leadership skills? 8. How do you think being a boy/girl affects your ability to be a peacemaker or the ways you can be involved in making peace? 9. Do you think boys or girls are more involved in conflict or violence in your community, or is it all the same? Why do you think that is? 10. At [Third Place], did being a boy/girl play a role in how you were able to interact in the group? (For girls saying not affected: This is a space with majority boys—why do you think that is? Do you think other girls would feel comfortable here? What do you think it would take to involve other girls? How would you design the project to include them?) 11. Did you interact with people from different backgrounds than your own? Did that change any of your views? Would you continue to hang out with that person or people after the project? 12. Do you think there are any kids who would have trouble fitting in here? (Gay kids, disabled, other cultural groups?) Appendices 191 13. Have there been any times that you have been involved in or affected by violence or conflict in your community? Can you tell me what happened? 14. What skills, if any, have you learned in this project that can help you address future conflict nonviolently? 15. How, if at all, has being part of [Third Place] changed the way you see yourself? How has it changed the way you see others? 16. Has being part of [Third Place] made you feel empowered? How? 17. Will you continue to use the skills you’ve gained here to make peace? How? Will you tell others about what you’ve learned? 18. Do you think [Third Place] can help reduce the violent events in your community? 19. Do you have any suggestions for how the program should be changed to make it better? Appendix 3. Third Place Facilitator Demographics Indigenous Australian female, MC, 24 *Samoan female from New Zealand, singer/crew leader, 25 *Samoan/Chinese female raised in Australia, crump dancer, 18 Samoan male from New Zealand, crump dancer, 21 *Tongan male raised in Australia, singer, 24 White Australian male, break-dancer, 20 * Denotes the facilitators I was able to interview. Appendix 4. Third Place Facilitator Interview Schedule • Name, age, work, education • Family/cultural background (English at home?) 192 Appendices • Parents’ current and past occupation? (Indicator of class) • What made you...