ERIC ED360203: Perspectives from the South in Development Education. Development Education Annual 1990/1991.

49 Pages·1991·1.7 MB·English

by  ERIC

DOCUMENT RESUME
ED 360 203
SO 022 783
AUTHOR
Kniep, Willard, Ed.; Danant, 3oelle, Ed.
TITLE
Perspectives from the South in Development Education.
Development Education Annual 1990/1991.
INSTITUTION
National Clearinghouse on Development Education, New
York, NY.
REPORT NO
ISSN- 1064-6657
PUB DATE
[91]
NOTE
49p.
AVAILABLE FROM
National Clearinghouse on Development Education, The
American Forum for Global Education, 45 John Street,
Suite 1200, New York, NY 10038 ($6).
PUB TYPE
Collected Works - General (020)
EDRS PRICE
MF01/PCO2 Plus Postage.
DESCRIPTORS
*Developing Nations; *Economic Development; Foreign
Countries; Global Approach; Industrialization;
*International Education; International Programs;
World Affairs
IDENTIFIERS
Africa; Asia; Caribbean; *Development Education;
Latin America
ABSTRACT
This annual publication presents perspectives on
development education from developing nations or "Southern"
countries. The following articles are included: "Development
Education: Education Beyond Labels" (P. Christenson); "Synthesis and
Reflections of Annual '90/91" (J. Sommer); "Creating the World in Our
Own Image: The American Media Defines Africa" (M. Mpanya);
"Development Education about Africa: Decoding the Domination" (E.
Aw); "InterAction Guidelines for Educating about Development" (T.
Keehn; N. VanderWerf); "Understanding the Realities in Latin American
& the Caribbean: An Insider's Assessment of U.S. Education Materials
on the Region" (B. Taveras); "Learning about Asia by Inserting
Structural Analysis in Development Education" (A. Purnomo);
"Development Education within Minnesota Communities: The Role of the
International Student" (D. Abebe); "Women to Women: A South-North
Dialogue through Video" (C. Radomski); "The YWCA Model: An Interview
with Joyce Gillilan-Goldberg"; "Development Education is a Two-Way
Street: The Experience of an Indian Educator in East Tennessee" (S.
Nataraj); "Partner in Residence at Heifer Project International: A
Voice from the South. An Interview with Sule Umaru"; and "Development
Education is THE Priority" (D. Korten). The volume also includes a
description of two projects currently in progress; Vikramshila
Resource Centre in Calcutta, India and an Asia Society Project that
examines the increasingly important role that individuals and
voluntary organizations play in protecting the environment, expanding
the roles and rights of women, and addressing the problems of rapid
urbanization in South and Southeast Asia. An evaluation questionnaire
for publication concludes the document. (DB)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
SIX DOLLARS
VOLUME TWO
ANNUAL
DEVELOPMENT EDUCATION
1990/1991
Education
National Clearinghouse on Development
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In memory of our
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Carrol Joy
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DEVELOPMENT EDUCATION ANNUAL
1990/1991
Development Education
A journal of the National Clearinghouse on
The American Forum for Global Education
CONTENTS
Editors Note
2
Case Studies
Special Features
ithm Minnesota
Doelopment Edu,:ation
4
nevelopment Education
28
Communities:
Euncatino, Beyond Lthek,
tudent
The Role of the Internattona
bv Philip L. Chnstenson
by Daniel Abebe
Synthesis and Reflections of Annual .00/1)1 7
\\ omen to Women.
30
by John G. .Sinnmer
A South-North Dialogue through Video
(boil Radonicki
Focus on Africa, Asia, & Latin America
S
The YWCA Model. Ar Interview
33
Creating the World in Our Own Image
10
with lovce
The Amerk.an N1echa Defines Ainca
Njutombo Ntranva
Development Education is a Two-Wa
36
street The ENperience of an Indian
Development Education About
12
Edu(ator m East Tennessee
Decoding the Domination
I'\ Shahn! Ndia/ai
1,\ EuQni :lit
33
Partner in Residence at Heller Project
16
InterAction caudelmes for Educating
International. A Voice Irom the South
about Development
An interview with 'tile L'inaru
"lot ha,Iztzround by
Other
11ionia\ /3 ke/in
NM( VathI/11WC11
Development Education is .F1 IF Priority
41
nderstanding the Realities in Latin America 22
by Dot Id Konen
&: the Larthhean: An Insiders Assessment of
" Educational Materials on the Region
Work in Progress
42
hr Barbara nAVIIIS
r% am mon Questionnaire lor the 1000/9I Annual
43
Learning about Asia by Inserting 25
structural Analysis in Development Education
Agus Put non)
4
EDITORS' NOTE
Southern perspectives into development education. In
Building on the enthusiastic response from the
the last several years, presentations having to do with
development education community for the first
including Southern perspectives have become regular
issue, we are pleased to present the second
features at development education meetings and confer-
Development Education Annual. Our focus is on
ences. Many development educators now accept this
including Southern voices and perspectives in efforts to
approach as a means both for fostering interest among
educate about international development issues and
the American public and for presenting more accurate
Southern countries.
and relevant messages about developing countries.
Concern for bringing southern voices to Northern
Aside for Carrol Joy's monograph and the report
audiences can be traced to a series of conferences on
Toward Partnership in Africa, 1990. (in English and
development and development education. The first of
French) from InterAction's Africa Partnership project, lit-
these was the 1987 London conference on "Development
tle has been written on the subject in the U.S. Hoping to
Alternatives.' co-sponsored by World Development and
fill this gap and stimulate discussion on critical issues of
by the Overseas Development Institute.
theory and practice. we have adapted "voices from the
This conference represented a turning point for the
South" as the theme of the the 1990/91 Development
field of development, and by extension, for development
Education Annual.
education as well. For the first
t me. a large number of
We believe that 1990/91 Annual raises some of the basic
NGO leaders from the South .,pressed their need to be
questions and issues about including Southern perspec-
included as partners in the process of development assis-
tives in development education. Some of our colleagues
tance from the North. Their message emphasized the.
from the North address questions related to whether it is
importance of advocacy and education by Northern
desirable and how it is possible to effectively include
NGOs to influence their own publics and governments
Southern perspectives. Southern colleagues provide us
toward more favorable foreign policies.
with their cntical assessments of development education
Similar messages were heard at the annual fora of
in the U.S.
Inter Action in 1988 and 1989. There, again, representa-
We are saddened to report that we were unable to
tives of Southern NGOs argued eloquently for the inclu-
include our regular feature on the status of research in
sion of their perspectives and participation in
development education due to the untimely death in
development while offering compelling critiques of the
November of our friend and colleague Carrol Joy. She
way their countries have been portrayed in fundraising
was preparing a special feature about her research on a
and education messages in the U.S.
new teaching methodology for addressing negative atti-
Momentum for including Southern voices in develop-
tudes toward the Third World. We are indebted to Carrol
ment education also came from Carrol Joy's 1987 mono-
for her boundless creative ideas and contributions to this
graph entitled Educating About Development: Implications
Annual and to development education, of which she was
of a Public Opinion Study which was published as a com-
considered and will remain, a leading thinker.
panion to What Americans Think: Views on Development
We would like to thank here all the contributors to the
and U.S. Third World Relations, a study by InterAction and
Annual, who had to make time when there was none and
The Overseas Development Council. Joy argued that, in
without whom this issue would not exist. We are espe-
light of the American public's lack of knowledge and apa-
cially grateful to Diana Shannon for her beautiful layout
thy towards international development issues. the most
and design which greatly enhances the readability of the
effective way to interest and involve the public was for
journal.
the people from the south to tell their own story
As you join us for this on-going critical debate, we wel-
Meanwhile, as support for North-South partnership
come your reactions, as well as ideas and suggestions for
grew. InterAction initiated an innovative partnership pro-
future issues of the Annual.
ject with African NGOs which involved both the devel-
opment and development education communities. The
Williard Kniep
Joelle Danant
result has been an increased commitment to integrating
DEVELOPMENT EDUCATION ANNUAL .90/91
The American Forum for Global Education presents
THE DEVELOPMENT EDUCATION
ANNUAL, a yearly publication of the
National Clearinghouse on
Development Education (NCoDE),
promotes innovative and state-of-
the-art practices in development
education. It serves as a forum for
discussion among practitioners in
the field. The Annual is published in
the Fall/Winter.
Senior Editor Will lard Kniep
Editor Joelle Danant
Senior Editorial Advisor Carrol Joy
iby Barasch
Associate Editor .
Hartford, Connecticut May 31-June 2, 1991
Design Diana Shannon
A
NCoDE Advisory Board
working conference
Strand Topics
Steven Arnold, American University
global education as .t path to school
on professional priorities
Tracy Doherty, U.S.A.1.D/Office of
ictorm
Private & Voluntary Cooperation
for global and interna-
relationship between global education
Diane Lowrie, Global Tomorrow
and multi-cultural education
tional education:
Coalition
linking global and development educa-
Nicole Mendoza, Catholic Relief
Audience
Objectives
tton
Services
elemen-
bringing a global perspective to
Decision makers in
Io provide a highly
Kitty Thuermer, American Youth
secondary education
education, educators
interactive setting
rk
it,
Work Center
internationalizing the
undert
of all levels, curricu-
lor educators to
Angene Wilson, University of
disciplines
lum coordinators.
explore critical
global
the role of teacher educatioi.
Kentucky
adnnmstrators.
issues lacing
education
project directors.
\mencan education.
the icsearch . itch lor global education
department chair-
Founded in 1988, NCoDE is a ro have each
interdisciphnary approach to global
persons. representa-
,t rand result in a
program of The American Forum
education
tive: of slate
product for potential
for Global Education, funded in part
\\ omen s issues in global education
departments 01 edu-
ill
publication that \\
by a U.S. A.1.D Biden-Pell grant. It
global perspectives in area studies
cation and local and
uselui and in-
he
features an electronic database of
foreign languages
-tate government
-tmc tive to the held
programs and resources for develop-
ment education.
Working Sessions
Copyright © 1991. National
views on the global context for
Alternative
Of particular interest to
Clearinghouse on Development
education about development.
development educators:
Education, The American Forum for
Merging the agendas of school
Global Education, 45 John Street,
reform and global/development educa-
Suite 1200, New York. New York,
Strand
Strand Theme
tion.Participants will look at school reform
10038. Telephone [phone]t).
Coordinator
as a path to global and development edu-
ourelve
I', ermine
ISSN # 1064-6657
Jett I 'makes. school
10n.
it,' the 21st centtirv.
klikiek
,UCCeSS1 ul integration of develop-
International
for
Linktne,(;:olkt1 01111
ment education in . \tiiencan education.
Training /the
Photography
Development
Building common ground and mutual
Experiment in
James P. Blair, page 5
1..,111( (turn
-upport for global and development
International Living.
Alex Graciano, page 8
education
Brattleboro. Vermont
Cathy Greenblat, page 10
InterAction, page 17
For more information on the RETREAT TO THE FUTURE and other
OEF International, page 30
programs of The American Forum for Global Education, contact
Claudia Ferreira, page 41
The American Forum, 45 John St, Suite 1200, New York, NY 10038.
Phone: [phone] Fax: [phone]
3
OWL) I
[NATI CIINIEN 1- EDUCATION ANNItik
0
THIRD
Special Features
WORLD
developing
countries
Development Education
Educating beyond labels
RECIPIENTS
by Philip L. Christenson
QROUP
I
woF '"="
77 elm
eeting the economic chal-
Development education materials and
erill?.
lenges present in the
programs should accurately portray this
developing world and rais-
complexity.
ing the living standards of
For example, the "green revolution"
the people of these diverse countries
which became part of a significant solu-
calls for a strong commitment on the
tion to hunger and poverty in many
41,
part of development practitioners to
countries in Asia has not been successful
alio
concentrate on the very specific and dif-
in Africa. Not only are solutions differ-
rim
r
ferent needs, strengths, and weaknesses
ent from continent to continent, we now
07)
of each country, each region, each com-
realize that the causes and solutions for
munity. This necessarily means leaving
these conditions vary drastically from
behind unhelpful and dated labels that
country to country within a continent
NEEDY
CA
provide only generic and over-broad
and often from region to region. The
descriptions of a world that simply
countries on the coast of West Africa, for
lessVICTIM
example, are quite different from those
never existed.
Anyone who is interested in lasting
countries immediately to their north in
and meaningful progress will depend
the Sahel. The report Low Resource
fortunate
less on analyzing the "South" or the
"Third World" and focus instead on the
Philip L Christenson, nominated by
great needs and great potential of a cer-
President Bush and confirmed by the U.S.
poor people
tain culture or ethnic community to
Senate, currently serves as the Assistant
work for development gains that fit their
Administrator for Food for Peace and
respective requirements.
Voluntary Assistance at the Agency for
foreigners
My experience in the foreign policy
International Development (AI.D.). Prior to
arena over the past two decades has pro-
joining AI.D., Mr. Christenson served as a
vided many opportunities to observe the
senior professional staff member for the
UNDER
all too human tendency to search for
U.S. Senate Committee on Foreign Rela-
simple labels or "quick fixes." The histo-
tions. During his tenure in this position, one
ry of development efforts in this century
of his many achievements was aiding then
is clear testimony that quick fix is the
committee chairman, Senator Richard
DEVEL
rare exception and that there is no uni-
Lugar, in the drafting and passage of the
versal cure for hunger and poverty.
Comprehensive Anti-Apartheid Act of 1986.
OPE D
DEVELOPMENT EDUCATION ANNUAL '90/91
7
per capita income, political forms, cul-
colonies have claimed to me that colo-
Agriculture o: Attica tt-.:bilshed in 1988
ture, historical experience or ideology.
nialism is one of the foremost reasons
by the Congressiona. Offi,:e. of
In fact, the variations among underde-
for their current state of underdevelop-
Technology and Assessment clearly
veloped countries arc probably much
ment. Leaders of noncolomzed countries
states that there will rrobabl be no
wider than those among developed
have mentioned that by not having been
wide reaching 'green revolution" in
colonized, theft countries missed out on
the hunger and
Africa. but that relief
the intrastructural development that for-
food availability CrISIS will come from
how do we identify and use
mer colonies have received and for this
seeking solutions on a country by coun-
cillthertliC voices from the
reason are not as developed as they
try and in many cases. a region by
international development
COMMA-
might he. Different -voices from the
region basis in &Ye:opine an educa-
nity, the diplomatic corps, and
South" often have vastly different, even
tional program examining the root
academia to increase the under-
contrasting views.
causes of hunger and poverty in Africa,
In the 1990s, an adequate under-
standing of Americans?
the contribution of people engaged in
standing of the conditions in developing
agriculture in Africa would be an impor-
countries will recognize that we must
tant resource. provided it was used to
countries, if only because of the absence
jettison our normal tendencies to box
the appropriate context.
of the advanced technology and heavy
and label these diverse countries as a
Hie physical differences in the two
industrialization that tend to create simi-
single entity called -the South" or "the
Caribbean countries. Haiti and the
lar institutional patterns and problems."
Hurd World" the 'Group of 77" or
Dominican Republic. that share the
A friend of mine living in Africa
whatever. the dIversity of cultures, his-
island of Hispaniola are vividly illustrat-
argues that thinking in terms of a single
tory. political ideolog . climatic condi-
ed in the accompam nig photo. We see
label and explanation in terms of the
tions. population density, indigenous
the barren. uesolate terrain 01 Haiti of
South" or the "Third World" is only
level of industrial activity, and level of
of the Dominican
set by lush. green
marginally more sophisticated than
development is too great for any single
Republic The physical border between
some people who think solely in terms
label to ht. In fact, this type of label is
those countries reflects the striking dif-
of "those foreigners." To think in terms
sunply misleading. In his hook. The
ferences between two massively distinc-
of an all encompassing label is to ignore
Weak in the World of the Strong l 1977
tive histories. ideologtes, cultures, and
the complexity of the development pro-
page 481, R. Roth states this point
levels of development The -Southern"
cess and the diversity of the countries
or Hurd World" perspectives of the two
clearly.
that are currently developing.
"On the broadest level, there are so
countries are likely is) be quite different
During the 1060s and 1970s, the
many underdeveloped countnes, and
,is well
poorer countries of the world coined the
there arc so many differences between
l'he systemic Laut,c5 of underdevelop-
phrase 'Third World" as a means to
them. that any single label is hound to
another area of heated
ment are
develop a worldwide political movement
be misleading Whatever indicator we
debate not -illy among donor countries
to make their issues a prominent part of
choose to highlight, the range of varia-
but among and warn the developing
the world agenda. Hie perception of
tion is enormous: level of development.
countries themselves Leaders of former
these countries was that fair and (US(
development would only take place
when reallocation of resources from the
-
"North" to the South" occurred and the
international balance of power shifted.
It was only during the 1980s when
*._.
developing countries started internation-
.'t
A
alizing their economies and reforming
I +1.
.11.*
11.1
their internal political and economic
..c
structures that perceptions of a unified
t.
movement in the -South" began to
v..
'Southern" countries. par-
,:hange
ticularl in Last Asia. realized that inter-
nal measures were as important as
international networks.
The "South" does not now and never
did exist as a homogeneous group of
countries. at hest it was a political move-
ment that lasted a short time and was
continued on next page
Haiti and the D01/101;:an Republic, the island of Hispaniola
DINH OPNIINf EDI:C.:V(10N AN CAL '90/91
5
continued from
page
previous
otherwise continue to hold.
similar and occasionally opposing views
only marginally effective. Consequently
While perspectives from developing
that would help illustrate the diversity of
the term "perspectives from the South"
countries can provide a significant and
ideas and thought found in the develop-
has no accurate meaning and does not
vital contribution to the understanding
ing world.
serve as a defining phrase.
of the development process, the burden
The question then, is not whether the
1.D. views development education as
of selecting views that portray an accu-
perspectives of people from the develop-
an important effort to promote a greater
rate picture or timely perspective and
ing world should be included in the
knowledge and appreciation among
that are competitive in the current "mar-
design and implementation of develop-
Americans of the many challenges faced
ket place of ideas- is upon the develop-
ment education programs, for these per-
in developing countries. To achieve this
ment educator this selection requires
spectives add a rich element to the
task, development educators must strive
thoughtful analysis to ensure that the
understanding of the American people.
to develop and present an accurate por-
particular view is significant. timely and
The question to be addressed is how do
trait of the diversity of conditions and
relevant. For instance, in my opinion,
we identify and use authentic voices
perspectives that exist in the various
from the international development
Hernando de Soto, has recently devel-
fields collectively considered part of the
oped provocative and relevant theories
community, the diplomatic corps, and
international development effort.
on development that are worth explor-
academia to increase the understanding
The perspectives of responsible and
ing. In contrast, continuing to espouse
of Americans?
credible individuals from the developing
the dependency theory and other theo-
As in any educational endeavor, care
world arc an extremely important con-
ries that blame the so called "north for
must he taken to assure that the loudest
tribution to understanding the chal-
the ills of the world, wuhout looking to
or the most emotionally charged voices
lenges of development. the dialogue
new, and perhaps more timely theories,
do not overtake the discussion. In edu-
that is begun when their opinions, expe-
is not a lair or responsible approach to
cating the American people about devel-
riences and perceptions are presented to
development education.
opmen, issues, development educators
an American audience often becomes a It remains the responsibilit
(level-
hear the responsibility for reflecting the
powerful vehicle for critical examination
opmc.
educators to offer as tnorough
diversity of views, impressions, and
of the various preconceptions, preju-
and complete a picture of development
experiences of the people of the devel-
dices, and misconceptions we might
oping world. A
realities as possible, and to present dis-
J
L
Partners in Action:
A Guide to International Action Projects
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lig Are you interested in traveling to a developing country?
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IN Is your church group planning a workteam brigade to a developing country?
All these topics and many others are addressed in a new how-to-do-it guide written by
Patricia Harrell and Ellen Wright of INSA, The International Service Association for Health of
Atlanta, Georgia. Partners in Action is chock full of practical information and case studies of
actual international partnerships.
The 150-page, illustrated guide presents a continuum of ideas for involvement in
international action projects that enables an individual or group leader to evaluate their needs,
capabilities. resources, and interests with regard to participating in a project, and to determine
where they best fit on the continuum.
How to Order your copy:
Indicate number of copies desired and include $12.00 per copy
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DFVFLOPMENT EDUCATION ANNUAL 90/91
It has become commonplace to observe that
the world of the 1990s is vastly different
from that of the 80s: the end of the Cold
In Search of a
War and beginning of an unknown new
Global Perspective for
world order; the realization that human
Development Education
survival requires strong and immediate
environmental action; and the continuing
globalization of virtually every aspect of our
Synthesis and reflections
everyday lives. Our economic, political,
of Annual '90/91
social, and cultural interdependence with
nations and peoples throughout the world
by John G. Sommer
notably including the Third Worldhas
become ever more pronounced, with
national boundaries becoming increasingly
secondary to broader new realities.
Those of us involved over the years in
development education must take cog-
nizance of all this and ask if our efforts are
appropriate or adequate in the context in
which we now find ourselves. At the risk of
being overly provocative, I would have to
say they are not.
John Sommer is the Dean of Academic Studies Abroad at the School
for International Trainow/The Experiment in International Living in
Braidebow.
,rinont. He has been among the leaders of develop-
ment edue,aion and served as chair of the InterAction Development
Education Committee from 1984 to 1988. Nir. Sommer has had 28
gars of d.clopment experience in different countries through posi-
tions of responsibility with international voluntary services, Ford
Foundation. 0,.erscas Development Council, Peace Corps, and
He is the author of the publication Beyond Charity: US
Voluntary Aid for a Changing Third World. Mr. Sommer holds a
NIA. from Johns Hopkins School of Advanced International Studies.
00/01
DEVFLAWNIEN1 Er. LAric.rs: ANNI
7