Dividing the Labor of Development: Education and Participation in Rural Tanzania

Autor/in	Phillips, Kristin D.
Titel	Dividing the Labor of Development: Education and Participation in Rural Tanzania
Quelle	In: Comparative Education Review, 57 (2013) 4, S.637-661 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/671795
Schlagwörter	Rural Areas; Foreign Countries; Ethnography; Educational Development; Educational History; Labor; Developing Nations; Social Systems; Poverty; Politics of Education; Equal Education; Educational Policy; Supply and Demand; Social Differences; Educational Attainment; Interviews; Community Involvement; Tanzania + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Ausland; Ethnografie; Bildungsentwicklung; History of education; Bildungsgeschichte; Developing country; Developing countries; Entwicklungsland; Social system; Soziales System; Armut; Educational policy; Bildungspolitik; Politics of education; Bedarfsplanung; Sozialer Unterschied; Bildungsabschluss; Bildungsgut; Interviewing; Interviewtechnik; Tansania
Abstract	Since the 1940s, the concept of community participation has framed, mobilized, and legitimated national development agendas in the Singida Region of rural central Tanzania. Based on 19 months of ethnographic and archival research, this study examines the forms of community participation elicited through state and international development initiatives aimed at achieving the Millennium Development Goals. Building on theorizations of "trusteeship" as an organizing principle of development, this article highlights the way in which educational credentials configure the distribution of roles, responsibilities, and rewards of participatory development initiatives. I argue that, despite the equalizing claims of participation, the trusteeship phenomenon legitimates a radically asymmetrical distribution of labor and authority. Through schooling's symbolic and cultural work, the educated become the mind and voice of development, while the lesser educated become its hands. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10