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Tackling issues surrounding post-development which is arguably one
of the most significant debates in the field of north-south
relations at the beginning of the twenty-first century.
Contributors explore the possibilities and limitations of
post-development theory and practice drawing on empirical studies
of movements and communities in several continents.
Few books in the history of Development Studies have had an impact
like The Development Dictionary - A Guide to Knowledge as Power,
which was edited by Wolfgang Sachs and published by Zed Books in
1992. The Development Dictionary was crucial in establishing what
has become known as the Post-Development (PD) school. This volume
is devoted to the legacy of The Development Dictionary and to
discussing Post-Development. This book originally published as a
special issue of Third World Quarterly.
The manner in which people have been talking and writing about
'development' and the rules according to which they have done so
have evolved over time. Development Discourse and Global History
uses the archaeological and genealogical methods of Michel Foucault
to trace the origins of development discourse back to late
colonialism and notes the significant discontinuities that led to
the establishment of a new discourse and its accompanying industry.
This book goes on to describe the contestations, appropriations and
transformations of the concept. It shows how some of the trends in
development discourse since the crisis of the 1980s - the emphasis
on participation and ownership, sustainable development and free
markets - are incompatible with the original rules and thus lead to
serious contradictions. The Eurocentric, authoritarian and
depoliticizing elements in development discourse are uncovered,
whilst still recognizing its progressive appropriations. The author
concludes by analysing the old and new features of development
discourse which can be found in the debate on Sustainable
Development Goals and discussing the contribution of discourse
analysis to development studies. This book is aimed at researchers
and students in development studies, global history and discourse
analysis as well as an interdisciplinary audience from
international relations, political science, sociology, geography,
anthropology, language and literary studies.
The manner in which people have been talking and writing about
'development' and the rules according to which they have done so
have evolved over time. Development Discourse and Global History
uses the archaeological and genealogical methods of Michel Foucault
to trace the origins of development discourse back to late
colonialism and notes the significant discontinuities that led to
the establishment of a new discourse and its accompanying industry.
This book goes on to describe the contestations, appropriations and
transformations of the concept. It shows how some of the trends in
development discourse since the crisis of the 1980s - the emphasis
on participation and ownership, sustainable development and free
markets - are incompatible with the original rules and thus lead to
serious contradictions. The Eurocentric, authoritarian and
depoliticizing elements in development discourse are uncovered,
whilst still recognizing its progressive appropriations. The author
concludes by analysing the old and new features of development
discourse which can be found in the debate on Sustainable
Development Goals and discussing the contribution of discourse
analysis to development studies. This book is aimed at researchers
and students in development studies, global history and discourse
analysis as well as an interdisciplinary audience from
international relations, political science, sociology, geography,
anthropology, language and literary studies. The Open Access
version of this book, available at
http://www.taylorfrancis.com/books/9781315753782, has been made
available under a Creative Commons Attribution-Non Commercial-No
Derivatives 4.0 license.
Few books in the history of Development Studies have had an impact
like The Development Dictionary - A Guide to Knowledge as Power,
which was edited by Wolfgang Sachs and published by Zed Books in
1992. The Development Dictionary was crucial in establishing what
has become known as the Post-Development (PD) school. This volume
is devoted to the legacy of The Development Dictionary and to
discussing Post-Development. This book originally published as a
special issue of Third World Quarterly.
This book provides a compendium of strategies for decolonizing
global knowledge orders, research methodology and teaching in the
social sciences. The volume presents recent work on epistemological
critique informed by postcolonial thought, and outlines strategies
for actively decolonizing social science methodology and
learning/teaching environments that will be of great utility to IR
and other academic fields that examine global order. The volume
focuses on the decolonization of intellectual history in the social
sciences, followed by contributions on social science methodology
and lastly more practical suggestions for educational/didactical
approaches in academic teaching. The book is not confined to the
classical format of research articles but moves beyond such
boundaries by bringing in spoken word and interviews with
scholar-activists. Overall this volume enables researchers to
practice a reflexive and situated knowledge production more
suitable to confronting present-day global predicaments. The
perspectives mobilise a constructive critique, but also allow for a
reconstruction of methodologies and methods in ways that open up
new lenses, new archives of knowledges and reconsider the who, the
how and the what of the craft of social science research into
global order.
Tackling issues surrounding post-development which is arguably one
of the most significant debates in the field of north-south
relations at the beginning of the twenty-first century.
Contributors explore the possibilities and limitations of
post-development theory and practice drawing on empirical studies
of movements and communities in several continents.
This book provides a compendium of strategies for decolonizing
global knowledge orders, research methodology and teaching in the
social sciences. The volume presents recent work on epistemological
critique informed by postcolonial thought, and outlines strategies
for actively decolonizing social science methodology and
learning/teaching environments that will be of great utility to IR
and other academic fields that examine global order. The volume
focuses on the decolonization of intellectual history in the social
sciences, followed by contributions on social science methodology
and lastly more practical suggestions for educational/didactical
approaches in academic teaching. The book is not confined to the
classical format of research articles but moves beyond such
boundaries by bringing in spoken word and interviews with
scholar-activists. Overall this volume enables researchers to
practice a reflexive and situated knowledge production more
suitable to confronting present-day global predicaments. The
perspectives mobilise a constructive critique, but also allow for a
reconstruction of methodologies and methods in ways that open up
new lenses, new archives of knowledges and reconsider the who, the
how and the what of the craft of social science research into
global order.
How is it possible to sustainably implement the ideas of the Right
Livelihood Award - also known as the "Alternative Nobel Prize" - in
educational and teaching methods of learning as part of
future-oriented teacher training? This book addresses this issue in
the form of a combination of articles from both an academic and
school-related point of view. Education researchers, subject
educationalists, expert scientists and teacher trainers present
exemplary formats with which prospective teachers can be qualified
for the wide-ranging requirements imposed on them as part of
globalization and internationalization: teachers need to perform
their educational mandate in a globally networked and mobile
society which is also characterized by linguistic, ethnic,
religious and cultural heterogeneity. They have to illustrate the
complexity of the globalization processes to their pupils and
provide suitable opportunities for learning in order to deal
productively with the changed future requirements. In the formats,
the contents of Right Livelihood - especially questions concerning
ecology, social justice and peace - are addressed in a manner that
is age-appropriate and related to experience. Moreover they are
dealt with in an interdisciplinary context. The objective is to
jointly incorporate the subject of Global Learning as Part of
Education for Sustainable Development in the teacher education
course and to realize it directly at the chalk face.
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