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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.
Andrea Cornwall is Professor of Anthropology and Development in the School of Global Studies at the University of Sussex. --
This book combines critical historical analysis and case studies of the theory and practice of post-1945 international development. Beginning with a Gramscian analysis of institutional and academic development discourse, continuing with critiques of international institutions' current neo-liberal economic and 'governance' practices, and followed by studies of African moral opposition to structural adjustment's 'scientific capitalism', South African housing struggles, Zimbabwean development strategies, Costa Rican agrarian NGO's, and northern Albertan public environmental hearings, it advocates deepening radical and popular participatory democracy.
In this book, I address several issues of child linguistic development from the perspective of the syntax -discourse interface. Traditionally, language acquisition research has focused on the development of one of the linguistic modules, e.g. acquisition of syntax, morphology or phonology. While this approach can be viewed as fruitful in some cases, there is a number of linguistic phenomena whose explanation depends on the interaction of different modules and, therefore, different domains of linguistic knowledge. A typical example is pronominal anaphora: It can be shown that to correctly use pronominal elements, normal adult speakers must possess both syntactic and pragmatic knowledge, and that these kinds of knowledge must interact with each other. With regard to the language acquisition process, such phenomena suggest a somewhat different approach to the language acquisition research. Indeed, if some experimental studies show that children make errors in the construction under investigation, it will be necessary to consider these results from the point of view of the interaction of the different domains of linguistic knowledge involved in their interpretation. In other words, if this particular construction requires the integration of, for example, syntactic and discourse-based knowledge, children's errors may, in principle, be due to their lack of the former, the latter, or both kinds of knowledge, and cannot be taken as direct evidence for the "underdeveloped" status of just one of them.
School success in the 21st century requires proficiency with expository discourse -- the use and understanding of informative language in spoken and written modalities. This occurs, for example, when high school students read their textbooks and listen to their teachers' lectures, and later are asked to demonstrate their knowledge of this complex topic through oral reports and essay examinations. Although many students are proficient with the expository genre, others struggle to meet these expectations. This book is designed to provide information on the use and understanding of expository discourse in school-age children, adolescents, and young adults. Recently, researchers from around the world have been investigating the development of this genre in typical students and in those with language disorders. Although many books have addressed the development of conversational and narrative discourse, by comparison, books devoted to the topic of expository discourse are sparse. This crossdisciplinary volume fills that gap in the literature and makes a unique contribution to the study of language development and disorders. It will be of interest to a range of professionals, including speech-language pathologists, teachers, linguists, and psychologists who are concerned with language development and disorders.
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.
Race, Racism and Development places racism and constructions of race at the centre of an exploration of the dominant discourses, structures and practices of development. Combining insights from postcolonial and race critical theory with a political economy framework, it puts forward provocative theoretical analyses of the relationships between development, race, capital, embodiment and resistance in historical and contemporary contexts. Exposing how race is central to development policies and practices relating to human rights, security, good governance, HIV/AIDS, population control, NGOs, visual representations and the role of diasporas in development, the book raises compelling questions about contemporary imperialism and the possibilities for transnational political solidarity.
This book provides a critical review of the varied interpretations of modernity and development supported by original case studies from the Netherlands, the former USSR, Tanzania, Sri Lanka and Guatemala.
Examines contemporary development theory and discourse and explores its relationship to processes of democratization in sub-Saharan Africa. Focuses on the emergence and implementation of the good governance discourse. Draws on examples from four countries to demonstrate the impact of structural adjustment on economic and social conditions and describes the activities of democracy movements opposed to adjustment programmes. Concludes that the good governance agenda has been largely unsuccessful in promoting stable multi-party democracies in Africa.
By adopting a certain style of speaking and listening to colleagues for agreed periods of time, motivated teaching professionals can take individual control of their own development and increase the feeling of collegiality in their workplace. This book draws on more than ten years of experience using this framework around the world and provides authentic examples to guide the reader.