European Journal Of Development Research Research Articles

Education as future breakfast: children’s aspirations within the context of poverty in Siaya Kenya

ABSTRACT This paper draws on ethnographic data to explore children’s aspirations through education within the context of poverty and vulnerability in Siaya Kenya. Since several children reported eating onge (nothing) for breakfast, they hoped that education would enable them to eat and enjoy a good future. I demonstrate that aspirations as orientations towards desired futures have affective dimensions [Huijsmans, Ansell, and Froerer. 2021. “Introduction: Development, Young People, and the Social Production of Aspirations.” The European Journal of Development Research 33: 1–15]. Consequently, in drawing from Deleuze [1988. Spinoza: Practical Philosophy. San Francisco, CA: City Lights] that affect is a capacity to affect and to be affected, I argue that children’s aspirations in Siaya are an assemblage of personal, relational and non-human factors of poverty, orphanhood, HIV/AIDS and other forms of marginalisation. This assemblage fuels a desire for alternative futures, and/or modifies their aspirations in complex ways. While children’s desired futures might look impossible, their aspirations are also affective becomings [Salazar. 2017. “Speculative Fabulation: Researching Worlds to Come in Antarctica.” In Anthropologies and Futures: Researching Emerging and Uncertain Worlds, edited by Juan Salazar, Sarah Pink, Andrew Irving, and Johannes Sjöberg, 158. London: Bloomsbury], and schooling and education are sites for alternative futures, in Siaya’s continuing present.

Revisiting Rural–Urban Transformations and Small Town Development in Sub-Saharan Africa

After decades of academic and policy scepticism on the role of urbanisation in economic, social and cultural change, the issue is attracting renewed academic focus and political attention. Such interest was also evident during the 1990s, and in this paper the authors revisit the debate with specific attention to Sub-Saharan Africa. The paper discusses the continuing challenges on classifications, and suggests that small towns should be considered on the basis of their functions and in the context of rural–urban transformations. Turning to the current debates, it is highlighted how small town development has attracted renewed interest not only in development economics, but also research into the rush for land, mining, conflict and climate change. These trends are fleshed out in a focussed presentation of the six papers on small town development in Sub-Saharan Africa that make up this special issue of the European Journal of Development Research. Based on the arguments and findings of the papers, it is recommended that small towns are best seen as organic parts of the rural region where they are located, albeit not necessarily as ‘outcomes’ of rural economic development. Accordingly, the renewed interest in urbanisation, formalised in the New Urban Agenda and Sustainable Development Goal (SDG) 11, needs to address rural–urban synergies as integral to urbanisation dynamics.

The contemporary development discourse: Analysing the influence of development studies’ journals

Abstract The cross-disciplinary field of “development studies” involves a variety of scientific disciplines, mainly within the Social Sciences. Its cross-disciplinary character implies a complex process of forming a “development discourse” in which different disciplines are simultaneously proposing different—and sometimes contradictory—discourse components, and where there is—still—a “Western hegemony”, despite the fact that research is mainly focused on the so-called “developing” countries. Based on the theories of Michel Foucault, this paper studies the role and influence of academic journals in shaping the “contemporary development discourse” by means of identifying the main areas of research, the citation networks, and the most influential articles, countries and institutions. Our bibliometric analysis focuses in four “development” journals that are ranked in the Social Sciences Citation Index in the “subject category” of “planning and development”: World Development, Development and Change, Third World Quarterly and European Journal of Development Research. The analysis for the period 2000–2015 produces four main results: i) The four journals coincide on various areas of common interest (related to aid, poverty, sustainability and development challenges), which share the same rules of formation of the development discourse. ii) Journals have a limited influence in shaping the development discourse because of their inability to generate “citation bursts”, and the existence of a high proportion of “disconnected” articles that mostly receive self-citations. iii) There is a clear preponderance of the Anglo-Saxon academia in the scientific production. iv) In comparative terms, World Development stands out as the most influential journal in shaping the development discourse. These results may be useful for authors and editors of development journals in order to paint a broader picture of the contemporary development discourse and to identify important editorial challenges and possible ways to strengthen the journals’ coherence and influence in the formation of the development discourse.

Erratum to: Causes and Consequences of Increasing Herbicide Use in Mali

Correction to: The European Journal of Development Research (2017), Volume 29, Issue 3. doi: 10.1057/s41287-017-0087-2 The acknowledgment section detailing essential funding information was omitted from the article and should have appeared as follows:

Erratum to: The Plant Protection Products (PPP) Sector in the European Union: A Special View on Herbicides

Correction to: The European Journal of Development Research (2017), Volume 29, Issue 3. doi: 10.1057/s41287-017-0088-1 We regret that an incorrect word was originally used in the abstract of this article. The original abstract stated that ‘This finding raises the possibility of substituting bans of active ingredients in herbicides with alternative solutions’. The sentence should have said ‘This finding questions the possibility of substituting bans of active ingredients in herbicides with alternative solutions’. The remainder of the research has not been affected and no other element of the article is under question.

Wetland conservation and legal layering: Managing Cambodia's great lake

A challenge in the implementation of wetlands conservation targets lies in translating principles into practice in an array of different biophysical, social and regulatory settings. The interpretation of global protection objectives can become garbled if the institutional arrangements, particularly the regulatory ones, are ill suited to the task. When decision‐making processes are complex and multi‐layered, the regulatory regime can become ineffectual because it fails to take adequate account of the intricate connections between people, place and law. This dissonance compromises the effectiveness of law as a means of regulating human–environment interactions and may threaten the viability of critical wetlands. This paper draws attention to the need for more in‐depth analysis of the effects of legal layering [following Roth, Boelens, & Zwarteveen, (The Journal of Legal Pluralism and Unofficial Law, 47, pp. 456–475) and the von Benda‐Beckmann tradition] in conservation and environmental protection practice. Based on field data from the Ramsar listed wetlands of the Tonle Sap lake in central Cambodia, closer analysis of legal layering reveals regulations that appear to perpetuate existing power structures and decision‐making dynamics through a process of bricolage (Rusca, Schwartz, Hadzovic, & Ahlers, , European Journal of Development Research, 27, pp. 777–792). In this context a legal geographical perspective proves a powerful lens to expose the dynamics of environmental use/protection decision‐making.

Globalization Trends and Regional Development – Dynamics of FDI and Human Capital Flows

This is a post-peer-review, pre-copyedit version of an article published in [European Journal of Development Research]. The definitive publisher-authenticated version [European Journal of Development Research 26, 160-161 (January 2014)] is available online at: http://www.palgravejournals.com/ejdr/journal/v26/n1/full/ejdr201354a.html

Formalization of water allocation systems and impacts on local practices in the Hingilili sub-catchment, Tanzania

Water scarcity caused by increased demands often leads to competition and conflict over water in many river catchments in Sub-Saharan Africa. At the local level, water users have in many places been able to solve water allocation problems by crafting institutions based on customs and traditions. These self-governing arrangements are not necessarily fair or good, but are able to adapt to the changing resource context. Simultaneously, many African governments have adopted new policies and laws, and established new institutions to achieve equitable and sustainable management of water resources. The formalization of the property right to water is often part of the recipe. This paper analyses the impact of one such government-led formalization process on local water allocation practices. Based on a field study in the Hingilili sub-catchment, Tanzania, we find that government interventions do not achieve the goal of equitable and sustainable water management. However, we find that the principle of good neighbourhood that still exists between the highland and lowland farmers in Hingilili could form a base to reconcile diverging water interests between the highland and lowland farmers. The paper shows that the concept of bricolage [Cleaver, F., 2002. Reinventing institutions: bricolage and the social embeddedness of natural resource management. The European Journal of Development Research, 14 (2), 11–30] is useful to demonstrate the need for new institutions to be sufficiently embedded in existing local practices to succeed, but this is not a sufficient condition. The hydraulic position of the various actors (upstream or downstream) must also be taken into account, and may be considered a driver for institutional innovation.

A New Programme to Combat Poverty and Inequality?

Development and ChangeVolume 42, Issue 1 p. 458-467 Assessment A New Programme to Combat Poverty and Inequality? Anirban Dasgupta, Anirban Dasgupta Associate Professor in the Faculty of Economics, South Asian University, New Delhi, India (e-mail: [email protected]). At the time of writing this piece he was a faculty member at the International Institute of Social Studies (ISS) in the Hague. His research interests are in the areas of agrarian reforms and rural poverty as well as issues of inclusive growth. His recent publications include articles in the European Journal of Development Research and the Journal of Peasant Studies and a co-edited volume Development, Equity and Poverty: Essays in Honour of Azizur Rahman Khan (Macmillan India, 2010).Search for more papers by this author Anirban Dasgupta, Anirban Dasgupta Associate Professor in the Faculty of Economics, South Asian University, New Delhi, India (e-mail: [email protected]). At the time of writing this piece he was a faculty member at the International Institute of Social Studies (ISS) in the Hague. His research interests are in the areas of agrarian reforms and rural poverty as well as issues of inclusive growth. His recent publications include articles in the European Journal of Development Research and the Journal of Peasant Studies and a co-edited volume Development, Equity and Poverty: Essays in Honour of Azizur Rahman Khan (Macmillan India, 2010).Search for more papers by this author First published: 22 March 2011 https://doi.org/10.1111/j.1467-7660.2011.01689.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Volume42, Issue1FORUM 2011January 2011Pages 458-467 RelatedInformation

China-Africa Relations: a bibliography addendum

This bibliography is an addendum to a longer one on relations that appeared in African Research & Documentation, No. 108, 2008. It includes material identified since publication of the original bibliography on countries in both Sub-Saharan and North up to the end of 2010. As a result, some citations focus on the Middle East as they include information on Egypt and /or North Africa. bibliography covers all aspects of the China- Africa relationship. It is not restricted to trade, aid, investment, and political ties that constitute so much of the writing on this subject in recent years. citations are limited to English and French. vast majority of the entries deal with PRC-Africa relations after 1949. Many of the citations come from sources that are only available on-line. As this material on the web occasionally moves around or even disappears, I have included an access date for each web citation. Alphabetising for authors from the People's Republic of and Ethiopia appear with family name first as is the custom in those countries. All other names have been alphabetised by surname, followed by the given name. Abu Taleb, Hassan. (2008) China and the Middle East: Primacy of Economic Objectives, El-Syassa El-Dawliya, 174 (October). See at www.siyassa.org.eg/esiyassa/Index.asp?CurFN=malf2.htm&DID=9722. Accessed 1 April 2009. Ademola, Oyejide Titiloye, Abiodun-S. Bankole and Adeolu O. Adewuyi. (2009) China-Africa Trade Relations: Insights from AERC Scoping Studies, European Journal of Development Research, 21 (4), pp. 485-505. African Center for Economic Transformation. (2009) Looking East A Policy Brief on Engaging for African Policy-Makers, Vol. I: Positive Impacts and Key Challenges - with Recommendations (October). See at http://acetforaMca.org/site/wp-oentent/uploacis/2009/10/lookmgeastv.l.pdf. Accessed 7 December 2009. ________ . (2009) Looking East: A Guide to Engaging for Africa's Policy-Makers, Vol. ?: Key Dimensions of Engagements in African Countries (November). See at http:/ /aeetforaMca.org/riW wp-oantent/uplrads/2009/05/to Accessed 7 December 2009. African Development Bank. (2010) Chinese Trade and Investment Activities in Africa, Policy Brief, 1 (4) (29 July). See at www.afdb.org / fileadmin/ uploads / af db / Documents / Publications / 8Chineseo/o2uTrade%20%20Investment%20Activities°/o20in%20Africa%2029 Iuly.pdf. Accessed 29 October 2010 [Not available, 1 August 2011]. __________ . (2010) The Stance on the Darfur Conflict, SAIIA Occasional Paper no. 67 (September). See at www.saiia.org.za/images/stories/pubs/occasional papers /saia sop 67 ahmed 20100930.pdf. Accessed 30 September 2010. Ajakaiye, Olusanya, et al. (2009) China-Africa Economic Relations: Insights from AERC Scoping Studies, power point presentation at the African Economic Conference, UNECA, Addis Ababa, November 11-14. See at w w w .af db * org / en /201 0-af rican-economic-conf erence-tunis-tunisianovember-1 0-12-201 0 / past-aeca / aec-2009 / papers / opportunities-andchallenges-of-chma-anica-econornic-relatioris-insights-from-aerc-scopingstudies/. Accessed 16 February 2010 [Not available, 1 August 2011]. __________ and Raphael Kaplinsky. (2009) China in Africa: A Relationship in Transition, European Journal of Development Research, 21 (4), pp. 479-484. __________, Raphael Kaplinsky, Mike Morris and Felix F. N'Zue. (2009) Seizing Opportunities and Confronting the Challenges of - Africa Investment Relations: Insights from AERC Scoping Studies, African Economic Research Consortium Policy Issues Paper no. 2 January), pp. 1-12. Akinrinade, Sola and Olukoya Ogen. (2008) Globalization and DeIndustrialization: South-South Neo-Liberalism and the Collapse of the Nigerian Textile Industry. Global South, 2 (2), pp. 159-170. Alao, Abiodun. (2010) Banking in Nigeria and Economic Diplomacy in Africa, SAIIA Occasional Paper no. …

What Do We Know About The Patterns and Determinants of Female Entrepreneurship Across Countries?

In this article we provide an introduction to the papers in the special section of this edition of the European Journal of Development Research. We start by framing the challenges posed by female entrepreneurship to the research community, note some of the findings in the literature pertaining to the cross-national understanding of female entrepreneurship, and review the existing literature on the role and experience of female entrepreneurs in developing countries. Despite progress in understanding the motivations, constraints and issues that confront female entrepreneurs, there is still substantial scope for further research. We then discuss four papers that advance this research agenda.

Erratum to: Editorial – Technology, rural dynamics and pro-poor development, by Linda Waldman, Andy Sumner and Melissa Leach, (2008), The European Journal of Development Research, 20(3), 371–376, DOI: 10.1080/09578810802273560

Erratum to: Editorial – Technology, rural dynamics and pro-poor development, by Linda Waldman, Andy Sumner and Melissa Leach, (2008), The European Journal of Development Research, 20(3), 371–376, DOI: 10.1080/09578810802273560

Teaching and Learning Guide for: From Local to Global to Transnational Civil Society: Re‐Framing Development Perspectives on the Non‐State Sector

• Civil society has become one of the most popular concepts within international development discourses. But, what is civil society? Civil society is defined as an arena of collective social interaction situated between the state, market and household, encompassing a range of non-state organisations, groups and associations, including non-governmental organisations (NGOs). The article assesses the range of different interpretations of civil society highlighting its diverse makeup at local, national and transnational scales. • Why has civil society become so important within international development? Democracy and delivery of services. As people organised collectively against totalitarian regimes in the former Soviet Union, Eastern Europe and the Global South, civil society emerged as a manifestation of democratisation processes. The neoliberal agenda also wanted to capture and channel civil society to foster democracy, but also to take on service delivery functions as the role of the state diminished. This article outlines how these roles relate to two theoretical viewpoints – the Marxist or Gramscian that sees civil society as a site of resistance and counterhegemony, and the liberal democratic that views it as a beneficial force for good. • Civil society in practice. In the 1990s, development agencies championed civil society from an undertheorised liberal democratic viewpoint as a saviour or ‘magic bullet’ as it channels more and more funds via NGOs. But, civil society has increasingly been criticised as undemocratic, unable to reach the poor and unaccountable. This article describes this evolution. • The emergence of global or transnational society. In these days of globalisation, global civil society is increasingly important. This is neither civil society at a global level, nor is it a unified global force for good, lobbying and challenging the neoliberal order. Instead, viewed as ‘transnational civil society’, it is a complex mix of competing, overlapping and intersecting groups that operate beyond national borders for a range of reasons. Especially important actors in transnational

A Dime a Day: The Possibilities and Limits of Private Schooling in Pakistan

This paper looks at the private schooling sector in Pakistan, a country that is seriously behind schedule in achieving the Millennium Development Goals. Using new data, the authors document the phenomenal rise of the private sector in Pakistan and show that an increasing segment of children enrolled in private schools are from rural areas and from middle-class and poorer families. The key element in their rise is their low fees - the average fee of a rural private school in Pakistan is less than a dime a day (Rs.6). They hire predominantly local, female, and moderately educated teachers who have limited alternative opportunities outside the village. Hiring these teachers at low cost allows the savings to be passed on to parents through low fees. This mechanism - the need to hire teachers with a certain demographic profile so that salary costs are minimized - defines the possibility of private schools: where they arise, fees are low. It also defines their limits. Private schools are horizontally constrained in that they arise in villages where there is a pool of secondary educated women. They are also vertically constrained in that they are unlikely to cater to the secondary levels in rural areas, at least until there is an increase in the supply of potential teachers with the required skills and educational levels.

A Dime a Day: The Possibilities and Limits of Private Schooling in Pakistan

A Dime a Day: The Possibilities and Limits of Private Schooling in Pakistan

Growth and Governance: A Defense

It is clear we have disagreements from our esteemed colleagues on this important issue. The Kaufmann, Kraay, and Mastruzzi [hereafter KKM] response raises a number of insightful points that advance this debate. We thank them for that and for taking the time to engage our article. As we have reflected on our original essay and KKM’s critique of it, we were struck by the fact that we may actually be talking past each other and that differences in approach between political science and economics may foster this miscommunication. We are not arguing that political science offers a superior approach. To the contrary, our intellectual debt to economics is enormous. Our bibliography offers testimony to that very fact. We nevertheless believe that political scientists have as much to offer economists as vice versa, including not only a venerable literature on state formation and governance but a no less important tradition of self-conscious concept formation that has been less central to most economists. While political scientists have traditionally been producers of political data, and have therefore treated the process of concept formation as a necessary prelude to both measurement and modeling (Collier and Mahon 1993; Gerring 1999; Sartori 1970), economists have until recently been consumers of political data and have, therefore, subordinated the need for self-conscious concept formation to the understandable urge to measure and model. We ultimately hope to demonstrate that conceptual issues—and corresponding measurement problems—are at the core of the debate over growth and governance and that progress will be less than ideal until they are addressed. A meeting of minds may be too much to ask for at the present time, but a meeting of method would almost certainly constitute a step in the right direction. We, therefore, offer this rebuttal as not just a response to the thoughtful critique of KKM, but as an effort to bridge these gaps and develop even better ways to make real advances in understanding the relationship between growth and governance.

Education in Islam—Myths and Truths

Next article No AccessGuest EditorialEducation in Islam—Myths and TruthsWadad KadiWadad Kadi Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 50, Number 3August 2006Special Issue on Islam and Education—Myths and TruthsGuest Editors: Wadad Kadi and Victor Billeh Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/504818 Views: 426Total views on this site Citations: 31Citations are reported from Crossref © 2006 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Claire Alkouatli “We’re Trying to Raise Muslim Kids, Right?” Muslim Educators’ Narratives of Human Development, Cognition and Instruction 41, no.11 (May 2022): 32–60.https://doi.org/10.1080/07370008.2022.2073355Essam Ayyad Re-Evaluating Early Memorization of the Qurʾān in Medieval Muslim Cultures, Religions 13, no.22 (Feb 2022): 179.https://doi.org/10.3390/rel13020179Paul Douglas Fullerton, Mahbub Sarkar, Shamsul Haque, Wendy McKenzie Culture and understanding the role of feedback for health professions students: realist synthesis protocol, BMJ Open 12, no.22 (Feb 2022): e049462.https://doi.org/10.1136/bmjopen-2021-049462ESSAM AYYAD How were young Muslim minds shaped? A critical study of the kuttāb in Medieval Islam, Journal of the Royal Asiatic Society 32, no.11 (Feb 2021): 141–185.https://doi.org/10.1017/S135618632100002XSamiul Hasan Mosques and Civil Society in the Twenty-First Century, (Jun 2022): 1–9.https://doi.org/10.1007/978-3-319-99675-2_9552-1T. O. Yusuf, L. Raimi How Compatible Are SDGs with Divine Principles? A Critical Literature Review (CLR), (Apr 2021): 3–27.https://doi.org/10.1007/978-3-030-65313-2_1Holger Daun Islamic Education in Four European Countries: England, The Netherlands, Russia, and Sweden, (Apr 2021): 213–233.https://doi.org/10.1007/978-3-658-31696-9_14Muhammed Haron Central and Southern Africa: Islamic Education Variations, (Jun 2020): 391–420.https://doi.org/10.1007/978-3-030-38277-3_20Abdul Haiy Abdul Sali, Arlyne Canales Marasigan , International Journal of Comparative Education and Development 22, no.33 ( 2020): 201.https://doi.org/10.1108/IJCED-06-2019-0034 References, (Nov 2018): 129–136.https://doi.org/10.1108/978-1-78754-531-120181014Abdullah Sahin Critical Issues in Islamic Education Studies: Rethinking Islamic and Western Liberal Secular Values of Education, Religions 9, no.1111 (Oct 2018): 335.https://doi.org/10.3390/rel9110335Val D. Rust, Carine Allaf Islamic Fundamentalism, Terrorism, and Education, (Jun 2018): 389–402.https://doi.org/10.1007/978-3-319-64683-1_19Holger Daun Introduction to Part III: Islamic Education Around the World: Commonalities and Varieties, (Jun 2018): 529–553.https://doi.org/10.1007/978-3-319-64683-1_45Val D. Rust, Carine Allaf Islamic Fundamentalism, Terrorism, and Education, (Jul 2017): 1–14.https://doi.org/10.1007/978-3-319-53620-0_19-1Holger Daun Islamic Education Around the World: Commonalities and Varieties, (Jul 2017): 1–25.https://doi.org/10.1007/978-3-319-53620-0_45-1Mukhlis Abu Bakar Teaching Islam to Children in Multicultural Singapore, (Oct 2017): 2238–2241.https://doi.org/10.1007/978-981-287-588-4_542Mukhlis Abu Bakar Teaching Islam to Children in Multicultural Singapore, (Nov 2016): 1–4.https://doi.org/10.1007/978-981-287-532-7_542-1Fatma Nevra Seggie Academic and cultural experiences of covered women in Turkish higher education, Comparative Education 51, no.44 (Sep 2015): 575–591.https://doi.org/10.1080/03050068.2015.1081795Linda Walton Educational institutions, (Apr 2015): 116–144.https://doi.org/10.1017/CBO9780511667480.006Samiul Hasan Muslim Philanthropy: Praxis and Human Security Across Muslim Majority Countries, (Jan 2015): 117–144.https://doi.org/10.1007/978-1-4939-2525-4_5Hoda Baytiyeh, Mohamad K. Naja Can education reduce Middle Eastern fatalistic attitude regarding earthquake disasters?, Disaster Prevention and Management 23, no.44 (Jul 2014): 343–355.https://doi.org/10.1108/DPM-12-2013-0219A'ishah Ahmad Sabki, Glenn Hardaker The madrasah concept of Islamic pedagogy, Educational Review 65, no.33 (Aug 2013): 342–356.https://doi.org/10.1080/00131911.2012.668873Amir Sabzevar Qahfarokhi, Abbas Madandar Arani, Lida Kakia The Impact of Educational Systems on Political Violence in the Middle-East Region, (Jan 2013): 223–235.https://doi.org/10.1007/978-94-6209-125-2_13Zaniah Marshallsay Twists and turns of Islamic education across the Islamic world, International Journal of Pedagogies and Learning 7, no.33 (Dec 2014): 180–190.https://doi.org/10.5172/ijpl.2012.7.3.180Lori Hartmann-Mahmud Pounding Millet During School Hours: Obstacles to Girls’ Formal Education in Niger, The European Journal of Development Research 23, no.33 (Mar 2011): 354–370.https://doi.org/10.1057/ejdr.2011.6Bill Gent The world of the British hifz class student: observations, findings and implications for education and further research, British Journal of Religious Education 33, no.11 (Jan 2011): 3–15.https://doi.org/10.1080/01416200.2011.523516Margery K. Anderson, Tarfa Nasser Alnaimi, Shaikha Hamad Alhajri National student research fairs as evidence for progress in Qatar’s Education for a New Era, Improving Schools 13, no.33 (Dec 2010): 235–248.https://doi.org/10.1177/1365480210390083David W. Chapman, Suzanne L. Miric Education Quality in the Middle East, International Review of Education 55, no.44 (Jul 2009): 311–344.https://doi.org/10.1007/s11159-009-9132-5Jaddon Park, Sarfaroz Niyozov Madrasa education in South Asia and Southeast Asia: current issues and debates, Asia Pacific Journal of Education 28, no.44 (Dec 2008): 323–351.https://doi.org/10.1080/02188790802475372Ho Wai-Yip Teaching Islam to educate multiethnic and multicultural literacy: seeking alternative discourse and global pedagogies in the Chinese context, Asian Ethnicity 9, no.22 (Jun 2008): 77–95.https://doi.org/10.1080/14631360802041893Sa'eda Buang, Masturah Ismail The Life and Future of Muslim Education, Asia Pacific Journal of Education 27, no.11 (Mar 2007): 1–9.https://doi.org/10.1080/02188790601145390

The Yellow Man's Burden: Chinese Migrants on a Civilizing Mission

In the aftermath of the 2004 Boxing Day tsunami, both the government of the People's Republic of China (PRC) and "ordinary people" pledged donations to the afflicted regions.1 Triumphant headlines in the People's Daily likewise made a statement about China's rise from aid recipient to aid donor. Not coincidentally, the expanding scope of projects financed by China abroad, mainly in Africa and South America but also closer to home in Burma, Cambodia and Laos, attracted considerable attention from Western media in 2005.2 From Guyana to Nigeria, China has emerged as a key source of state-led investment in infrastructure projects without the good-governance and human-rights strings that are attached to financing through international development structures, and Chinese companies have become a visible presence as major builders of roads, pipelines, bridges, hospitals, harbors, stadiums, water-supply facilities and so on.3 In the Sudan, Chinese state-owned enterprises have invested US$3 billion in the oil industry and helped to build a 1,540-kilometre pipeline and a refinery.4 In July 2005, censured by the UN for evicting 700,000 people from their houses, Zimbabwe's President Robert Mugabe traveled to China for a US$300 million loan (he was denied it). In Northern Laos, Golden Boten City, a new Chinese real estate development, with international airport included, is being advertised to investors as a "developing space beyond belief. The brochure of the Golden Boten City Group assures potential investors that Although now there are just 1500 people living in 3 villages in Golden Boten City, you should believe that thousands of people will gather here in a beautiful morning or an autumn evening. They [will] live and develop here with various occupations and identities, to form a huge community, and a modern society.5 Similar signs of Chinese architectural modernity are fast squeezing out British colonial memories from Pakistan's hill stations and Sierra Leone's coast. In the institutionalized world of international development, in which states earmark aid budgets to be channeled through institutions such as the World Bank, such projects would be classed as private investment or, at best, as private aid. Yet in China-where aid and debt relief, though increasing, are far less significant than state subsidies for overseas construction projects6-both officials and managers discuss them in the language of development. While the roots of development discourse in China and in international organizations are shared, as are their proclaimed goals of aiding the economic and human progress of recipient societies, their emphases are rather different. The discourse of international development has, in the past decade, veered away from the previous, strongly criticized, unilateral emphasis on economic indicators and structural models originating in the West, and towards a socially and culturally "sensitive" framework-though just how much difference that shift has made on the ground is a matter of debate.7 Chinese accounts of "contributing to development" abroad do not share these recent scruples: they typically remain purely economic and are set in contexts that, from the perspective of the now-professionalized "international development community", appear highly unusual. The idea of exporting development centering on investment, trade and migration (for Chinese road projects are built by Chinese workers, and Chinese-sponsored farming projects typically bring both Chinese workers and technical advisors) is quite different from that practiced by today's international organizations, though perhaps not that different from earlier, colonial projects, in which the ground-level agents of modernization tended to be indentured laborers and traders imported from India and, again, China. Central to Western-originated international discourse is the separation of aid from investment: the idea that development aid is a not-for-profit affair, and accusations of profit-making can discredit donors. …

African Education, Culture, and Modernity UnwoundProducing African Futures: Ritual and Reproduction in a Neoliberal Age edited by Brad Weiss. Boston: Brill, 2004. 356 pp. $70.00 (paper). ISBN 90‐04‐13860‐9.Dilemmas of Culture in African Schools: Nationalism, Youth, and the Transformation of Knowledge by Cati Coe. Chicago: University of Chicago Press, 2005. 232 pp. $50.00 (cloth); $20.00 (paper). ISBN 0‐226‐11129‐6.

Previous articleNext article No AccessAfrican Education, Culture, and Modernity Unwound Producing African Futures: Ritual and Reproduction in a Neoliberal Age edited by Brad Weiss. Boston: Brill, 2004. 356 pp. $70.00 (paper). ISBN 90‐04‐13860‐9. Dilemmas of Culture in African Schools: Nationalism, Youth, and the Transformation of Knowledge by Cati Coe. Chicago: University of Chicago Press, 2005. 232 pp. $50.00 (cloth); $20.00 (paper). ISBN 0‐226‐11129‐6.Amy StambachAmy Stambach Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 50, Number 2May 2006 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/500697 Views: 63Total views on this site Citations: 5Citations are reported from Crossref © 2006 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Jean Pierre Elonga Mboyo Reimagining Ubuntu in schools: A perspective from two primary school leaders in the Democratic Republic of Congo, Educational Management Administration & Leadership 47, no.22 (Sep 2017): 206–223.https://doi.org/10.1177/1741143217728085Amy L. Masko, Lawrence Bosiwah Cultural congruence and unbalanced power between home and school in rural Ghana and the impact on school children, Comparative Education 52, no.44 (Sep 2016): 538–555.https://doi.org/10.1080/03050068.2016.1220123Kirrily Pells, Kirsten Pontalti, Timothy P. Williams Promising developments? Children, youth and post-genocide reconstruction under the Rwandan Patriotic Front (RPF), Journal of Eastern African Studies 8, no.22 (Mar 2014): 294–310.https://doi.org/10.1080/17531055.2014.892672Laura Camfield ‘From School to Adulthood’? Young People's Pathways Through Schooling in Urban Ethiopia, The European Journal of Development Research 23, no.55 (Aug 2011): 679–694.https://doi.org/10.1057/ejdr.2011.33Brendan Carmody The nature and role of Christian conversion in Zambia 1, International journal for the Study of the Christian Church 7, no.22 (May 2007): 109–133.https://doi.org/10.1080/14742250701256153

International Organizations, the “Education–Economic Growth” Black Box, and the Development of World Education Culture

International Organizations, the “Education–Economic Growth” Black Box, and the Development of World Education Culture