Questo lavoro approfondisce lo studio del co-sviluppo inteso come specifica strategia attraverso la quale viene declinato il rapporto migrazione-sviluppo. Il co-sviluppo prevede il protagonismo delle associazioni dei migranti nella realizzazione di progetti di sviluppo in patria, in collaborazione con partner in entrambe le sponde della migrazione. Esso si configura come una strategia di triple win ossia in grado di apportare vantaggi contemporaneamente per il paese di origine, per quello di destinazione e per i migranti stessi. La ricerca indaga in modo particolare gli effetti apportati dal co-sviluppo sul processo di integrazione nel contesto di residenza dei migranti e come quest’ultimo influisca nello stimolare l’attivismo transnazionale delle loro associazioni. A questo scopo lo studio pone a confronto due diversi contesti di approdo analizzando le iniziative di sviluppo attuate in patria dalle associazioni dei migranti ghanesi. Attraverso l’utilizzo di una metodologia qualitativa, è stata condotta una ricerca multi-situata in tre diversi campi: Italia, Regno Unito e Ghana. La ricerca mette in luce i diversi effetti che il co-sviluppo produce sull’interazione tra transnazionalismo e integrazione dei migranti nel contesto di residenza e come essa produca, a sua volta, degli effetti sullo sviluppo del contesto di provenienza. / This work focus on the study of co-development as a specific strategy through which the linkage migration&development is declined. Co-development foresees migrants associations to play a role as leading characters in undertaking development projects in the homeland co-operating with partners in both shores of migration. It represents a triple win strategy, and it can bring advantages in the country of origin, in the country of destination and for migrants themselves at the same time. In particular the research investigates the effects brought by co-development on the integration process in migrants resident context. Furthermore the research analyses how the resident context provides incentives for migrants association to act transnationally. With this aim the study compares two different arrival contexts analysing the different development initiatives realised by Ghanaian migrants associations back home. Using a qualitative approach, a multi-sited research has been carried out in three different fieldworks: Italy, the United Kingdom and Ghana. The research puts into light the different effects that co-development produces on the interaction between transnationalism and migrants integration in the context where they live, and how this produces, as a result, some effects on the process of development in the context of origin.

Efforts to increase girls‘ access to quality education focus mostly on removing obstacles linked to poverty and discrimination, and often fail to acknowledge the violence many of them suffer in, around, and on the way to and from school. The objective of the present research is to examine the barriers to combating male sexual and gender-based violence in schools at the community level, and to consider community and expert-issued suggestions on removing these obstacles in the Ghanaian context. It does so through the lens of the Gender and Development approach and uses the Ecological Model of Gender-based Violence. Inspired by the standpoint feminist approach to research, data collection in Awaso and Accra involved classroom observation in four (4) Junior high school classes, 19 qualitative interviews with government and civil society personnel, and four (4) focus group discussions with parents, students and teachers. The findings show that barriers to eliminating male sexual and gender-based violence in Awaso include lack of knowledge of girls‘ rights to protection from violence, of consequences of violence against women and girls and of reporting mechanisms. Other barriers identified were lack of resources at the family and government levels, traditional values of family, community and religion, and social perceptions of both gender hierarchies and violence against women and girls. Gendered power dynamics underlie these barriers and hinder progress on the issue of girls‘ protection from violence, but groups of Ghanaian women, girls, men and boys are challenging these dynamics and finding ways to make schools safer for girls. Their strategies for change are also featured in the present research.

Efforts to increase girls‘ access to quality education focus mostly on removing obstacles linked to poverty and discrimination, and often fail to acknowledge the violence many of them suffer in, around, and on the way to and from school. The objective of the present research is to examine the barriers to combating male sexual and gender-based violence in schools at the community level, and to consider community and expert-issued suggestions on removing these obstacles in the Ghanaian context. It does so through the lens of the Gender and Development approach and uses the Ecological Model of Gender-based Violence. Inspired by the standpoint feminist approach to research, data collection in Awaso and Accra involved classroom observation in four (4) Junior high school classes, 19 qualitative interviews with government and civil society personnel, and four (4) focus group discussions with parents, students and teachers. The findings show that barriers to eliminating male sexual and gender-based violence in Awaso include lack of knowledge of girls‘ rights to protection from violence, of consequences of violence against women and girls and of reporting mechanisms. Other barriers identified were lack of resources at the family and government levels, traditional values of family, community and religion, and social perceptions of both gender hierarchies and violence against women and girls. Gendered power dynamics underlie these barriers and hinder progress on the issue of girls‘ protection from violence, but groups of Ghanaian women, girls, men and boys are challenging these dynamics and finding ways to make schools safer for girls. Their strategies for change are also featured in the present research.

Zugl.: Bonn, University, Diss., 2004.

No description available.

No description available.

Christian religious experience whether it occurs in the second century or in modem Africa is one and the same, and although the experiences may differ it is possible to draw correlations to suggest that such experiences bear witness to a common reality. St. Ignatius of Antioch who lived in the second century and Afua Kuma who hails from Kwahu in the Eastern Region of Ghana, are used to demonstrate this reality. My sources for Ignatius' are the seven letters he wrote, six to churches he visited and one to his friend Polycarp of Smyrna, whilst he was on his way to martyrdom in Rome. As bishop of Antioch he is concerned about the unity of the church and consequently focuses attention on false doctrines and the development of what was becoming "orthodox" tradition. A number of peculiar images referring to Christ emerge in his work, such"as apXEta (archive), 8upa (door), xapaK1"rlp (stamp) and 8t)(:nacr'trlpwv (altar). This picturesque and vivid imagery is traced to his propensity for rhetoric, which, though Asian, bears resemblance to the Greek and Roman folkloric traditions. The Apae or the courthouse praise poetry of the Akan folkloric tradition is the vehicle that Afua Kuma employs to express her faith in Jesus. A crisis in Madam Kuma's life must have led her to fathom the depths of her traditional background and upbringing and this she feeds into her understanding of Jesus. In her poetry Jesus is imaged as Adontehene, Benkumhene, :Jkatakyie, :Jkokodurufo, Okuruakwaban, and Adubasap::m and is made to perform all the functions associated with regal authority. She also shows awareness of modem political and social structures in these images. This thesis shows that it is the fruit of the Christian imagination born in the context of praise and worship, which ought to feed and nourish academic theology so as to keep it in touch with the spiritual vitality experienced in the community of faith. / Thesis (M.Th.)-University of Natal, Pietermaritzburg, 2000.

Efforts to increase girls‘ access to quality education focus mostly on removing obstacles linked to poverty and discrimination, and often fail to acknowledge the violence many of them suffer in, around, and on the way to and from school. The objective of the present research is to examine the barriers to combating male sexual and gender-based violence in schools at the community level, and to consider community and expert-issued suggestions on removing these obstacles in the Ghanaian context. It does so through the lens of the Gender and Development approach and uses the Ecological Model of Gender-based Violence. Inspired by the standpoint feminist approach to research, data collection in Awaso and Accra involved classroom observation in four (4) Junior high school classes, 19 qualitative interviews with government and civil society personnel, and four (4) focus group discussions with parents, students and teachers. The findings show that barriers to eliminating male sexual and gender-based violence in Awaso include lack of knowledge of girls‘ rights to protection from violence, of consequences of violence against women and girls and of reporting mechanisms. Other barriers identified were lack of resources at the family and government levels, traditional values of family, community and religion, and social perceptions of both gender hierarchies and violence against women and girls. Gendered power dynamics underlie these barriers and hinder progress on the issue of girls‘ protection from violence, but groups of Ghanaian women, girls, men and boys are challenging these dynamics and finding ways to make schools safer for girls. Their strategies for change are also featured in the present research.

Die vorliegende Dissertation geht der Frage nach, wie ein Planungs-, Monitoring- und Evaluationsverfahren gestaltet sein sollte, um Wirkungen von Interventionen der Entwicklungszusammenarbeit im Berufsbildungssektor, durchgeführt von Nichtregierungsorganisationen, angemessen analysieren zu können. Hierfür werden die aktuell in der Entwicklungskooperation eingesetzten Wirkungsmodelle und Evaluationsverfahren kritisch geprüft. Anschließend wird der Versuch unternommen, ein systemisches Verfahren im Rahmen der Arbeit zu entwerfen, zu erproben und auf seine Realisierbarkeit hin zu überprüfen. Dies wird im Rahmen einer Fallstudie des vom Evangelischen Entwicklungsdienstes unterstützten Programms Vocational Training for Females - ein Entwicklungsprogramm der Presbyterianischen Kirche Ghana zur Erhöhung der Qualität des ghanaischen Berufsbildungssystems - umgesetzt.

University, Diss.--Bonn, 2004.