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55 Cards in this Set
- Front
- Back
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Bach et al, 2004 |
NGOs are key actors NGOs use of ICTs NGOs mediate/produce identities |
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Barnett, 2004 |
TV/radio is historically a tool of racial/ethnic division South Africa, Yizo Yizo, TV as a political tool (allows govt to control what is viewed, encourages political discussion in everyday life) TV = a distancing effect and lesser influence |
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Bell et al, 2009 |
Children = passive --> active Agency is linked to power |
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Cameron et al, 2008 |
Public faces of dev influence N-S relations Poverty pornography/dev made sexy Need to consider how representations of dev are constructed |
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Cowen et al, 1995
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Dev is a contested concept Dev policies are employed by those in power Those in power have the right to determine dev practices of the under-developed (trusteeship) |
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Fluri, 2010 |
The body and security Military wear/chadori = situated knowledge (Haraway, 1988) |
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Gillespie, 2006 |
Media creates spaces in which belonging and identity are negotiated Graphic images = political response, incite anger (not desensitising) TV is especially important for migrant/diasporic communities in producing loyalties: forces a decision between 'us' and 'them' |
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Gilmartin, 2004 |
Language in SA education 11 nation languages: Eng, Afrikaans used most widely, reinforces inequalities of apartheid English considered language of social advancement Black students are inferiorised (no outlet in their own language) |
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Ismail et al, 2008 |
Radio in Kenya: media initially good reputation for democracy Local language radio questioned dominance of Western imposition of English-speaking Capital, gave an outlet for previously suppressed voices Then: ethnic hatred, no mediators, emphasised difference and encouraged 'us'/'them' division |
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Kapoor, 2004 |
Western intellectuals assume the right to speak on behalf of Third World 'other', silencing through generalisations (mindless tribalism masks complexities) Western style dev is the norm: assumed superiority over Global South Discursive constructions are rooted in geopolitical positioning Knowing the 'other' is concerned with managing them |
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Znaniecki |
Culturalism: our cultural lens is how we see the world |
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Halas, 2010 |
Each world view is relative |
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MacGinty et al, 2009 |
+ve dev in one context may not apply everywhere: e.g. urbanisation may create unstable conditions for increased tension or insecurity |
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Kratke, 2003 |
Culture = the shared viewpoints/values/practices of a group of people Cultural images = agents of influence and persuasion Cultural products flow FROM key industrialised areas in the global North, acts as a trend machine |
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Olson, 2008 |
Diversification as a necessary response to development/loss of culture (in Quechuan communities in Southern Andes) |
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Orjuela, 2010 |
Sri Lankan govt attempting to encourage traditional Buddhist culture as well as Western style modernisation, twin vision Rights of marginalised to question top-down imposition of development (State no-build zone on beach) |
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Papacharissi, 2009 |
Online spaces' architecture encourages you to perform a certain identity Identities frequently mirror real-life The extent to which the internet is a social equaliser is questionable |
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Quist, 2001 |
The native's mind can become disciplined by the mastering of spoken French Colonial language as the sanctioned medium for higher-order activities Education system as Western-patterened Education system favoured social elites Mfantsipim school: encouraging traditional Ghanaian culture AND Western academic models |
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Rasool, 2007 |
Underdeveloped countries still face unanswered questions about which language will best further economic/social dev = colonial legacy of hybridity British Colonial India: English = Enlightenment vs Sanskrit, Arabic = retrogressive 1837 = English as official language for formal domains English associated with power, upward social mobility, lead to skills/power divide English valued, vernacular languages stigmatised |
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Heugh, 2007 |
Language in SA as a contemporary example of post-colonial phenomena Role of language as emphasising division of with/without power How best to enhance opportunities of African-language speakers? Post-apartheid promises of challenging bi-lingual dominance have not come to fruition |
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Robins, 2001 |
NGOs role in mediating San culture: contradictory aims (cultural survival vs western modernisation) Artificial dichotomy between traditional/modern: Western thinking asserts this divide Romanticism of culture, desires for authenticity Indigenous modernities |
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Gaonkar, 1990 |
Ideas of a modernising society as good and inevitable are rooted in specific western socio-historic conditions Power/knowledge are mutually constitutive, Foucault |
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Ashcroft, 2009 |
Globalisation is characterised by multiple modernities |
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Sitko, 2008 |
Maize production: not just an economic activity, but saturated with cultural meanings A symbol of modern/good farming vs an inhibition to food security Fields of performance Need to be culturally sensitive |
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Smith et al, 2004 |
Development is a specialised activity practised by experts Representing the other is tied up with exercising power over them: demeaning images deny agency Alternative representations of development: challenge N-S relationships |
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Taylor, 1997 |
Structure of feelings Every context has a culture (no 'lack' of culture) |
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Tabulawa, 2009 |
Education in Botswana Global knowledge economy requires workers with specific/new types of skills (creativity, problem solving, critical thinking) Education system is structured around Western ideas of what it means to be educated, assumption that learner-centred education will transform an agricultural society to a modern one (one route to dev, Rostow) White student = academic, black students = vocational |
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Tarabini, 2010 |
Knowledge is a driving force of the new global economy Investing in education is a key strategy of tackling poverty and achieving development |
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Tacoli, 2003 |
Cannot easily separate rural/urban Diversifying as a response to loss of tradition Will require improvement in basic serves to achieve MDGs (not just ICTs) |
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Thompson et al, 2010 |
Use of ICTs as a vehicle for development: Institutional infrastructure Governance/civil society Economic activity Access to global markets Assumption that ICTs are inherently developmental... consider need for basic services as a priority vs ICT connectivity? |
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Emblen, 1995 |
Under-dev is caused by a gap in skills/knowledge that can be filled by bringing in experts |
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Verhelst et al, 2002 Powell, 1995 |
Multiple alternative views/routes to development |
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Rose, 2006 |
Importance of images in bringing depicted item close
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Nezhati, 2014 |
Images in NGO campaigns are an emotionally manipulative marketing strategy |
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Fetherstonhaugh et al, 1997 |
Increased apathy/insensitivity to the value of human life |
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Silverstone, 2006 |
Centripetal role of the media, making the world smaller and annihilating difference |
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Philo, 1993 |
The internet is key in galvanising a response |
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Kaplan, 2000 |
Development is considered a project to assist the under-developed |
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Tufekci et al, 2012 |
Role of social media in encouraging political protest in Tahrir Square |
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Howes, 1996 |
Fears of loss of local culture as local products are replaced by mass-produced ones originating in the West |
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McCracken, 1988 |
Assume that culture is substantiated through material goods |
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Young, 2010 |
Cultural appropriation is frequently associated with oppression (powerful appropriating culture of weak/minorities) |
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McLennan, 2014 |
Voluntourism is saturated with issues of privilege and inequitable relationships |
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Saeed, 2007 |
Harmful misrepresentations: Islamophobia |
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Miller, 2002 |
The media has the power to present the world in particular ways |
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Yang 2013/2011 |
Cultural tourism: consolidated Mosuo culture in Yunnan, China through dress/practice, BUT only to satisfy tourist desire for authenticity Underlying issues of power inequalities |
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Escobar, 2011 |
We should consider development as a discourse, stepping back from it and considering how it is constructed Indigenous/minority peoples are increasingly considered agents in their own development, increasing visibility, denouncing incompatibility of many dev practices and indigenous world views |
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Mohanty, 1991 |
Representation of Third World women Ignorant, poor, tradition bound to home/family vs modern, powerful western woman Western standard is set as the benchmark Paternalistic attitude |
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Slater, 2013 |
Colonial history of treating Global S as objects of knowledge/rule... knowledge/power coupling has permeated to modern-day development Asymmetry of representation, division of narration (Global S are narrated not narrators) |
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Robins, 2003 |
Indigenous modernities: Makuleke tribe, computer lab does not diminish/devalue cultural heritage but was employed for its dissemination to a wider audience |
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Hassan, 2010 |
There are more modernities than just the Western outlook African modernity: characterised by resistance (struggle for decolonisation) |
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Wright, 2002 |
Western modernity is associated with colonialism: projects of improvement often ran alongside or even caused destruction |
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Paulo Freire, 1970 |
Pedagogy of the Oppressed No pedagogy which is truly liberating can treat the oppressed as unfortunates, presenting for emulation models from the oppressors Pedagogy must be forged WITH not FOR the oppressed Pedagogy which is routed in self interests of the oppressor (masked as generosity) embodies oppression |
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Goldfinger, 2006 |
NGOs use graphic imagery in order to shock you into giving money |
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Cole, 2008 |
Tourist desire to see authenticity is a kind of institutional racism, celebrating primitiveness |
