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With the rise of the knowledge for development paradigm, expert advice has become a prime instrument of foreign aid. At the same time, it has been object of repeated criticism: the chronic failure of technical assistance a notion under which advice is commonly subsumed has been documented in a host of studies. Nonetheless, international organisations continue to send advisors, promising to increase the effectiveness of expert support if their technocratic recommendations are taken up. This book reveals fundamental problems of expert advice in the context of aid that concern issues of power and legitimacy rather than merely flaws of implementation. Based on empirical evidence from South Africa and Tanzania, the authors show that aid-related advisory processes are inevitably obstructed by colliding interests, political pressures and hierarchical relations that impede knowledge transfer and mutual learning. As a result, recipient governments find themselves caught in a perpetual cycle of dependency, continuously advised by experts who convey the shifting paradigms and agendas of their respective donor governments. For young democracies, the persistent presence of external actors is hazardous: ultimately, it poses a threat to the legitimacy of their governments if their policy-making becomes more responsive to foreign demands than to the preferences and needs of their citizens.
With the rise of the 'knowledge for development' paradigm, expert advice has become a prime instrument of foreign aid. At the same time, it has been object of repeated criticism: the chronic failure of 'technical assistance' - a notion under which advice is commonly subsumed - has been documented in a host of studies. Nonetheless, international organisations continue to send advisors, promising to increase the 'effectiveness' of expert support if their technocratic recommendations are taken up. This book reveals fundamental problems of expert advice in the context of aid that concern issues of power and legitimacy rather than merely flaws of implementation. Based on empirical evidence from South Africa and Tanzania, the authors show that aid-related advisory processes are inevitably obstructed by colliding interests, political pressures and hierarchical relations that impede knowledge transfer and mutual learning. As a result, recipient governments find themselves caught in a perpetual cycle of dependency, continuously advised by experts who convey the shifting paradigms and agendas of their respective donor governments. For young democracies, the persistent presence of external actors is hazardous: ultimately, it poses a threat to the legitimacy of their governments if their policy-making becomes more responsive to foreign demands than to the preferences and needs of their citizens. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of knowledge for development in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norheds different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt.
Non-governmental organizations (NGOs) have become ubiquitous in the development sector in Africa and attracting more academic attention. However, the fact that NGOs are an integral part of the everyday lives of men and women on the continent has been overlooked thus far. In Africa, NGOs are not remote, but familiar players, situated in the midst of cities and communities. By taking a radical empirical stance, this book studies NGOs as a vital part of the lifeworlds of Africans. Its contributions are immersed in the pasts, presents and futures of personal encounters, memories, decision-making and politics.
This open access edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa. It deals with the plurality of actors that competed and collaborated to formulate educational and developmental paradigms and projects: debating their utility and purpose, pondering their necessity and risk, and evaluating their intended and unintended consequences in colonial and postcolonial moments. Since the late nineteenth century, the “educability” of the native was the subject of several debates and experiments: numerous voices, arguments, and agendas emerged, involving multiple institutions and experts, governmental and non-governmental, religious and laic, operating from the corridors of international organizations to the towns and rural villages of Africa. This plurality of expressions of political, social, cultural, and economic imagination of education and development is at the core of this collective work.
This book presents novel approaches and perspectives to scholarship on epistemic injustice and particularly, testimonial injustice and their connections with public trust. Drawing from different philosophical schools of thought and approaches, the book provides a comprehensive analysis of the conditions, mechanisms and normative implications of testimonial injustice, a term most prominently introduced by Fricker (2007), and the role that trust can play in fostering testimonial justice. Through the application of theories of epistemic injustice, and testimonial injustice, to new contexts and cases, including gendered violence, disability, indigenous knowledge, genocide, vaccine hesitancy and the COVID-19 pandemic, the book sheds light on the real-world significance of these philosophical concepts. Testimonial Injustice and Trust introduces new directions for further research and will appeal to scholars and students in (critical) social and political epistemology, normative ethics as well as social and political philosophy more generally. The chapters in this book were originally published in the International Journal of Philosophical Studies, Social Epistemology and Educational Philosophy and Theory.
The Routledge Companion to News and Journalism brings together scholars committed to the conceptual and methodological development of news and journalism studies from around the world. Across 50 chapters, organized thematically over seven sections, contributions examine a range of pressing challenges for news reporting – including digital convergence, mobile platforms, web analytics and datafication, social media polarization, and the use of drones. Journalism’s mediation of social issues is also explored, such as those pertaining to human rights, civic engagement, gender inequalities, the environmental crisis, and the Black Lives Matter movement. Each section raises important questions for academic research, generating fresh insights into journalistic forms, practices, and epistemologies. The Companion furthers our understanding of why we have ended up with the kind of news reporting we have today – its remarkable strengths, the difficulties it faces, and how we might improve upon it for tomorrow. Completely revised and updated for its second edition, this volume is ideal for advanced undergraduates, postgraduates, researchers, and academics in the fields of news, media, and journalism studies.
With the adoption of the United Nations Sustainable Development Goals (SDGs) and the Paris Agreement, the purpose of development is being redefined in both social and environmental terms. Despite pushback from conservative forces, change is accelerating in many sectors. To drive this transformation in ways that bring about social, environmental and economic justice at a local, national, regional and global levels, new knowledge and strong cross-regional networks capable of foregrounding different realities, needs and agendas will be essential. In fact, the power of knowledge matters today in ways that humanity has probably never experienced before, placing an emphasis on the roles of research, academics and universities. In this collection, an international diverse collection of scholars from the southern African and Nordic regions critically review the SDGs in relation to their own areas of expertise, while placing the process of knowledge production in the spotlight. In Part I, the contributors provide a sober assessment of the obstacles that neo-liberal hegemony presents to substantive transformation. In Part Two, lessons learned from NorthSouth research collaborations and academic exchanges are assessed in terms of their potential to offer real alternatives. In Part III, a set of case studies supply clear and nuanced analyses of the scale of the challenges faced in ensuring that no one is left behind. This accessible and absorbing collection will be of interest to anyone interested in NorthSouth research networks and in the contemporary debates on the role of knowledge production. The Southern AfricanNordic Centre (SANORD) is a network of higher education institutions that stretches across Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. Universities in the southern African and Nordic regions that are not yet members are encouraged to join.
The ebook edition of this title is Open Access and freely available to read online. Obsessive Measurement Disorder or Pragmatic Bureaucracy?Coping with Uncertainty in Development Aid Relations examines issues in performance measurement and monitoring in the context of the complex field of development aid.
This book explores the concept of university social responsibility, drawing on a wide range of geographical perspectives, such as China and Germany. It also examines the diverse aspirations of universities, from preserving authenticity and safeguarding Catholic values, to embedding sustainability into the community. It provides a storytelling framework for teaching sustainability in management education as an approach to strengthening the social role of universities and showcases how a service-learning approach could promote the engagement of universities within the community. This book is valuable reading for academics who are researching sustainability management, corporate and organisational social responsibility and other related social sciences. It has interdisciplinary appeal for scholars and serves interesting for practitioners.