ANTH 320/DEVS 321 PEOPLE AND DEVELOPMENT FALL 2018
I acknowledge that St FX is in Mi’kma’ki, the ancestral and unceded territory of the Mi’kmaq People.
Sept.
17: READ: Crewe, Emma (2014) Doing development
differently: Rituals of hope and despair in an INGO. Development in
Practice, 24:1, 91-104, DOI: 10.1080/09614524.2014.867308
NOTE: IF YOU HAVE NOT YET SUBMITTED YOUR ANSWER TO THE INITIAL QUESTION, PLEASE DO SO BY THE END OF TODAY.
Effectively reading Crewe:
- what is the purpose of the work?
- is it an academic article? (i.e. in a
refereed journal; has an argument; presents evidence that is analysed
using definitions, concepts, theory; takes the form of an essay)
- is it an academic review article?
- a report? (i.e. simply presents information,
with perhaps a conclusion based on evidence, but is not a theoretically
analysed work)
- a polemical
article? (i.e. is an argument, but tends to be light on the evidence
and analysis)
- a popular
press article? (i.e. is in a newspaper or magazine; tends to present
information in accessible language)
- related to the above question
is to ask why you are reading the article, or why your professor chose
it – in the latter case, use cues from the course outline; for example,
if it is in a section called “theory,” then you can assume that the
work is being used to represent a specific theory
- what is the argument? (Look for words like “argument,” “suggest,” “takes the view,” etc.)
- what is the type of evidence being used?
- what assumptions are made, or what definitions and theoretical framework are being used or presented?
- reflect on the argument and analysis to figure out if you are convinced, or what other implications it might have
Content:
Who are the actors being described?
What is the objective of Youth Rights?
What are the constraints Crewe describes that inhibit achieving these objectives?
What strategies does YR use to manage these constraints?
Are the constraints put on YR defensible, especially in light of the material Wedel describes?
Group
work: Based on Crewe’s discussion of different categories of actors and
contexts in development practice, develop some stock characters and
characteristics of receiving and donating countries. Try to come up
with a character for each category of actor and two characteristics for
each. Also come up with names and two characteristics for receiving and
donating countries. Be inventive with
names, but try to be reflective of reality with the characteristics.
Put names (first and last names) on a piece of paper and submit it.
Examples: Poorland:
Wib, a World Bank worker in charge of
administering a $50 million fund to be used to develop in Poorland. Wib
must try to deal with projects in the city, mountains and lowlands by
supporting NGO projects that meet development criteria in all three
regions. Wib could also support CBOs but is unsure how to deal with
poor Poorish people. Wib is from the Global North, trained with a
Bachelor's degree in Business Administration with a focus on
development administration. This is useful in this job since the World
Bank's focus is on integrating Poorland better in global capitalism as
a development strategy. Wib’s family has accompanied Wib on this five
year placement in Poorland and they live in a safe (i.e. rich)
neighbourhood in Bigugly. Wib and family are English speaking.