This book provides a critical deconstruction of the human development framework promoted by the United Nations Development Programme (UNDP) since 1990. Taking the Human Development Reports of the UNDP as its starting point for reflection, this book investigates the construction of this framework as well as its political function since the end of the Cold War. The book argues that the UNDP's discourse on development relies on essentialist philosophical, cultural, and political assumptions dating back to the 19th century and concludes that these assumptions - also present in the MDGs and SDGs - impede a full grasp of the complex and multi-layered global problems of the current world. Whilst development critiques traditionally relied on liberal, Marxist or Foucauldian theoretical frameworks and focused on epistemological or political economy issues, this book draws on the post-foundational and post-structuralist work of Ernesto Laclau and Jacques Derrida and proposes an ontological and relational reading of development discourses that both complements and further develops the insights of previous critiques. This book is key reading for advanced students and researchers of Critical Development Studies, Political Science, the UN, and Sustainable Development.
This book is designed to accompany and comment upon conventional texts and sharpen students desire to examine the theories behind the facts which make up their courses.
This book addresses how shifts in advanced capitalism have produced new understandings of children, and a new (and more punitive) range of institutional responses to children.
This book critiques feminist practice within psychology, and reflects the diversity from across the globe of feminist struggles around psychology.
Andrea Cornwall is Professor of Anthropology and Development in the School of Global Studies at the University of Sussex. --
From a critical perspective, some early childhood educators have proposed that the knowledge base used to ground the field actually serves to support the status quo, reinforces prejudices and stereotypes,...
In this important book Mahiri argues that multicultural education needs to move beyond racial categories defined and sustained by the ideological, social, political, and economic forces of white supremacy.
"Offers a historical-cultural context for the ethos of service in libraries and critically examines this professional value as it intersects with gender, sexuality, race and ethnicity, class, and (dis)ability"--Provided by publisher.
This book is about Enlightenment culture in Spanish America before Independence—in short, there where, according to Hegel, one would least expect to find it.
... 146 Ranis, G., 183, 255 Rao, A., 54, 284n8.3 Raven, C., 134–135 Reagon, B., 40 Reavey, P., 91, 116 Reed, E., 283n4 Reeves, M., 12 Reid, S., 227, 278n2.2 Restruccio, F., 264 Ribbens, J., 52 Richards, G., 40 Richardson, D., 114 Riley, ...
Castel , F. , Castel , R. and Lovell , A. ( 1979 ) The Psychiatric Society . New York : Columbia Free Press . Cecchin , G. , Lane , G. and Ray , W.A. ( 1993 ) ' From strategizing to non - intervention : toward irreverence in systemic ...