Ten Days for World Development: a case study in development education
LccLC 2607 L37 1988
LcshTen Days for World Development
Education - Developing countries - Case studies
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AbstractThis dissertation analyzes the practice of development education in Canada by means of a case study of one particular development education programme: Ten Days for World Development. Ten Days for World Development is a unique programme of development education sponsored by five national Canadian church bodies: Roman Catholic, Anglican, United, Lutheran and Presbyterian. Since 1973, ten days have been targeted in the early spring of each year during which these churches initiate public discussion about various issues related to international development, and call for public involvement in social policy decisions related to those issues. Ten Days for World Development makes human and print resources available to a national network of local ecumenical committees as the basis for focussed public policy action on specific development issues. This case study uses participant-observation, elite interviews, content and document analysis to examine Ten Days for World Development over the fifteen-year period from 1973 to 1987. Chapter One presents a theoretical framework for development education. This discussion describes development education as nonformal and dialogical, using Paulo Freire's methodology of praxis to focus on the interrelationships between First and Third World situations. Chapter Two establishes the context for Ten Days for World Development in relation to the practice of development education in Canada, the social mission of the five sponsoring Canadian churches, and the sequence of developments of ecumenical social action activity in Canada which led to the first Ten Days programme. Chapter Three presents an extensive thematic documentation of the history of the Inter-Church Committee for World Development Education and the programme of Ten Days for World Development, with particular emphases on the participatory nature of the programme, and the policy and programme implications of differing Ten Days for World Development constituencies. Chapters Four and Five focus on the Ten Days for World Development educational resources. Chapter Four consists of an exhaustive annotated bibliography of the educational materials produced each year between 1973 and 1987. Chapter Five presents a content analysis of the educational resources of five selected years of the programme. Chapter Six identifies issues, trends and problems of Ten Days for World Development, including a discussion of the relationship between development education and significant societal institutions, particularly church and government; the political role of Canadian churches; and the need for both a racial as well as a feminist analysis of development and development education within the Canadian context Finally, Chapter Seven presents an integrated summary analysis of Ten Days for World Development, emphasizing the role of the focussed action programme as the crucial element in the practice of development education.
CitationLarson, R. S. (1988). Ten Days for World Development: a case study in development education (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/14594
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