By Hazel Johnson
This booklet within the improvement issues sequence takes a studying method of improvement, focusing the training that occurs via improvement motion - be it intentional and dependent, or the end result of other types of engagement. in regards to the s eries -- in regards to the authors; Acknowledgements; 1 -- Why studying for Development?; 2 -- techniques to studying for improvement; three -- Contestation and studying among a number of Stakeholders; four -- Joint studying via Similarity, distinction and Mutuality: North-South municipal partnerships; five -- altering the Self and altering the association: doing issues larger and doing them in a different way; 6 -- The demanding situations of studying via Computer-mediated conversation; 7 -- The Whys and Wherefores of studying for improvement; Bibliography; Index
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Additional resources for Learning for development
We will see that the potential for learning in such spaces is strongly influenced by power relations and by how difference and commonality are understood and acted on. Cornwall notes that invited spaces for participation may strongly reflect wider power relations and the social position of different participants. However, bringing different actors together also has its own dynamic and may give rise to new forms of contestation and Johnson Development REV 13/10/09 03:15 Page 50 50 LEARNING FOR DEVELOPMENT resistance.
In the mining town, there was unequal distribution of waste collection, primarily targeting the wealthier, tax-paying areas whereas the growing population in the poor settlements around the town were not well serviced. There was a growing waste management problem, in part because of the population increase in ‘high density’ areas fuelled by rural–urban migration, and in part because of the nature of the mining industry as well as an increase in sugar cane production in local agriculture (both create considerable waste products).
4 This point has been made by Velasco, 2009. 5 Social constructivism is closely associated with social constructionism. Both are concerned with how knowledge and learning are developed in social contexts. Social constructivism, used by educationalists and psychologists, generally refers to the individual learning that takes place in, and is influenced by, a social context, such as within a group. Thus groups create collective knowledge and meaning. Social constructionism is more sociological and tends to refer to how individuals and groups create and give meaning to their own realities through their interactions with each other and in the world.