Development theory in the past decade has met with increasingly heavy criticism. Dependency theories, as well as modes of production and world-system approaches, have come to be considered as internally inconsistent and inadequate for explaining the increasing diversity and unevenness of the Third World. This book confronts the theoretical impasse which many feel has been reached. Development scholars from various disciplines review recent changes in research priorities, procedures and orientations, and detect the emergence of new and diverse lines of theoretical development in the field. In particular, they deal with the important meta-theoretical, political, cultural and ethical questions that have come to the fore.
A collection of essays, this volume is subdivided into sections posing research, policy, and strategic questions regarding social change. It introduces conceptual innovations regarding the spatial boundaries of development, sovereignty and the politics of globalization, food regime analysis, recompositions of rural activity, and more.
Book offers a systematic examination of new directions and features contributions from some of the leading scholars in development ethics and economic development.
This book describes the design and development of 14 denser than typical projects that range from single-family subdivisions to downtown high-rise apartments, illustrating new urbanism, transit-oriented development, mixed-income and mixed-use housing types, urban infill, and adaptive use.
New Directions in Development: A Study of U.S. AID Donald R. Mickelwait, Charles F, Sweet, and Elliott R. Morss In 1973 Congress legislated a fundamental change in U.S. foreign aid policy: rather than provide general assistance to developing nations, the U.S. Agency for International Development (AID) would focus on helping the rural poor in those nations. AID commissioned Development Alternatives, Inc. (DAI), to prepare a strategy for making the change toward "New Directions" in development and then to assist in the design and implementation of a number of projects using the new strategy. The authors describe the bureaucratic and administrative problems that confronted Development Alternatives in this job, giving particular attention to the administrative and bureaucratic barriers within AID itself. They conclude with a set of recommendations for reform that are essential if the agency is to attain its "New Directions" objectives.
Through rapid developments in commerce, transportation and communication, people once separated by space, language and politics are now interwoven into a complex global system (Friedman, 2005). With the rise of new technology, local populations, businesses and states are better equipped to participate and act in a thriving international environment. Rising instability in the Middle East is immediately reported to oil and gas brokers in the U.S. Within seconds cable channels, iPods, social networking sites, and cell phones are relaying how protests in Egypt and Libya give hope to citizens around the world yearning for freedom. As events like 9/11 and the 2008 Financial Crisis have demonstrated, there is no retreating from the interconnectedness of the global system. As societies strive to empower citizens with the skills, understandings and dispositions needed to operate in an interconnected global age, teachers are being encouraged to help students use technologies to develop new knowledge and foster cross cultural understandings. As pressures mount for society to equip today’s youth with both the global and digital understandings necessary to confront the challenges of the 21st century, a more thorough analysis must be undertaken to examine the role of technology on student learning (Peters, 2009). This work will highlight the complex, contested, and contingent ways new technologies are being used by today’s youth in a digital and global age. This text will present audiences with in-demand research that investigates the ways in which student use of technology mediates and complicates their learning about the world, its people, and global issues.
This book introduces Uneven and Combined Development as an approach in international studies and showcases some of the latest and most innovative research in this field. The theory of Uneven and Combined Development originated in the writings of Leon Trotsky. However, in recent years it has become the subject of flourishing literature in the discipline of International Relations, due to its unique ability to reintegrate social and international theory. The first and second generations of this literature were focused upon retrieving the idea, expanding it into a social theory of ‘the international’, and applying it to numerous empirical cases – such as the rise of political Islam, the causes of the First World War and the Bolshevik Revolution, and even the origins of capitalism as a world system. In the present volume, a third generation has arrived which further extends the reach of UCD, connecting it in new and exciting ways to such subjects as ecology, macro-economic policy, culture, Science and Technology Studies, Comparative Literature and even science-fiction. The chapters in this book were originally published in the journal, the Cambridge Review of International Affairs.
This volume is divided into two thematic parts: economic growth (or its absence) in developing countries; and contributions to the debate on the role of the state versus the market. It outlines possible policy prescriptions of relevance both in the North and South.
In 2015, the General Assembly of State Parties to the World Heritage Convention passed a ground-breaking Sustainable Development policy that seeks to bring the World Heritage system into line with the UN’s sustainable development agenda (UNESCO 2015). World Heritage and Sustainable Development provides a broad overview of the process that brought about the new policy and the implications of its enactment. The book is divided into four parts. Part I puts the policy in its historical and theoretical context, and Part II offers an analysis of the four policy dimensions on which the policy is based – environmental sustainability, inclusive social development, inclusive economic development and the fostering of peace and security. Part III presents perspectives from IUCN, ICOMOS and ICCROM – the three Advisory Bodies to the World Heritage Committee, and Part IV offers ‘case study’ perspectives on the practical implications of the policy. Contributions come from a wide range of experienced heritage professionals and practitioners who offer both ‘inside’ perspectives on the evolution of the policy and ‘outside’ perspectives on its implications. Combined, they present and analyse the main ideas, debates and implications of the policy change. This book is key reading for all heritage professionals interested in developing a better understanding of the new Sustainable Development policy. It is also essential reading for scholars and students working in the area.
We no longer lack models of college student development. We have models, many of which represent careful data-based effort. What we also have are several new problems: (1) how to keep up with the knowledge explosion; (2) how to make sense of the many models; and (3) after understanding them, how to translate them into useful and helpful tools in our work as student personnel professionals This volume focuses mainly on the second problem: How does one make sense of the many different theories and models which exist? We believe that our framwork will also assist in keeping up with the knowledge explosion and in making the transition from theory to practice. This is the 4th issue of New Directions for Student Services.
