This post is part of a commentary diary for review on ET821 Education for Development.
Thomas, A. (2000) ‘Meanings and Views of Development’ in Allen, T and Thomas, A. Poverty and Development into the 21st Century, Oxford, OUP and The Open University, pp. 23–48.
This is an interesting article and really demonstrates the complexity of development and the differing views there of.
I think the main highlight for me is looking at development from a purely capitalist perspective, i found it difficult to relate to this without the social / humanitarian being an integrated part.
Relating the economic impacts when they reflect directly on the individual / community is where i see my personal focus. I guess this could be described as a "grass roots" approach to economic development, if we think about education we can say that the individual is the smallest component part and that the effect of the education within development has a subversive impact on the community socially and economically.
Notes:
What kind of education for What kind of development?
Thomas, A. (2000) ‘Meanings and Views of Development’ in Allen, T and Thomas, A. Poverty and Development into the 21st Century, Oxford, OUP and The Open University, pp. 23–48.
This is an interesting article and really demonstrates the complexity of development and the differing views there of.
I think the main highlight for me is looking at development from a purely capitalist perspective, i found it difficult to relate to this without the social / humanitarian being an integrated part.
Relating the economic impacts when they reflect directly on the individual / community is where i see my personal focus. I guess this could be described as a "grass roots" approach to economic development, if we think about education we can say that the individual is the smallest component part and that the effect of the education within development has a subversive impact on the community socially and economically.
Notes:
What kind of education for What kind of development?
Development as a description of a desirable society (who says what is desirable?)
Purely capitalistic view of development or vision for education could see the development of education related policies and decision making fulfilling a very small and immediate need without the wider implications of social impact taken into consideration.
Immanent development - let things happen is unbounded
Intentional development - has an end point is bounded
- Interventionists
- Direct influence on managing markets
- indirect influence on markets through social and humanitarian aims
Human-needs centred development
Three main senses in which the term 'development' is used:
1 as a vision, description or measure of the state of being of a desirable society;
2 as an historical process of social change in which societies are transformed over long periods;
3 as consisting of deliberate efforts aimed at improvement on the part of various agencies, including governments, all kinds of organizations and social movements.
