Diss.--Universität Frankfurt am Main, 2000. / Bibliogr. p. 190-205.

Texte remanié de: Th. doct.--Sc. sociales--Paris--EHESS, 1999. Titre de soutenance : Gestion de l'espace et crise pastorale au Sahel. / Bibliogr. p. 289-306. Index. Préf. en anglais.

Texte remanié de: Thèse de doctorat--Histoire--Paris I-Panthéon Sorbonne, 2006. Titre de soutenance : Introduction à l'histoire du peuplement du pays bo du nord-ouest : Mali. / Bibliogr. p. 459-481.

Dissertation en vue de l'obtention du grade de Docteur en démographie. / Bibliogr. p. 222-232.

Thèse de doctorat : Droit public : Nantes : 2007. / Bibliogr. Index.

This dissertation explores the sustainability of the pugkêenga system of household cooperation as practiced by Mossi rural producers on the Central Plateau of Burkina Faso. Consistent with the sustainable livelihoods framework, this dissertation systematically compares the assets of two different types of domestic organization found among Mossi domestic groups today: extended and nuclear households. Similar studies in contemporary West Africa and other parts of the world suggest that globalization and modernization make extended forms of household organization unsustainable and impractical in the face of changing ecologies and the penetration of capitalist modes of production. This study challenges such assertions and contends that the material and moral configurations of extended households actually enhances their sustainability in the face of environmental and social change. The Sahel region, in which the fieldwork took place, has undergone a period of prolonged desiccation. The Central Plateau is also one of the most densely populated areas within the Sahel. These factors contribute to the high rate of migration for which the Mossi and Central Plateau are well-known. This research investigates these dynamics with ethnographic fieldwork, statistical analyses, and agent based modeling. The results of these analyses demonstrate that the pugkêenga system of household cooperation enhances the household livelihood sustainability under increased climate variability, population pressure, and migration.

The focus of this study is to explore what I, a Canadian educator, can learn about development deriving from my relationship with five Burkinabé street youth and from participating in a development project. Furthermore, this thesis explores the following questions: What are the possibilities and challenges associated with Participatory Development according to my experiences during my project? What can be learned from my development experiences? How can my international “development” experience influence my practice in the Canadian classroom? Two conceptual frameworks have guided this thesis: Narrative Inquiry and Participatory Development. The latter was selected for two reasons; firstly, the non-profit development organization I represented and worked with in Kingston, Ontario strongly believe in working with partner organizations in a participatory fashion. Secondly, I was personally interested in exploring whether a participatory approach could be successful in eliminating the power relationships sometimes present in development work. The former was chosen because it offered the most flexibility in terms of writing design and supported the three levels of narrative: experience, telling, and interpreting (Polkinghorne, 1988). As such, this thesis is a self-study narrative that enabled me to present my story as a young teacher, volunteer and researcher. My research has been shaped by (1) my experiences, (2) stories of others, (3) my experiences with individuals who have impacted my journey, (4) my relationships with five Burkinabé street youth, and (5) finally my learning that took place before, during and after my three month volunteer project. ii My experience of volunteering in Burkina Faso has taught me that development is a complex field that should not be as easily accessible to those whom are inexperienced and unprepared to handle the challenges inherent in development work. My self-study cautions new researchers doing fieldwork abroad, volunteers and non-profit organizations of the possible negative effects such as harming the host community/culture, experiencing culture shock or reverse culture shock and practicing volunteer tourism while claiming to do development. / Thesis (Master, Education) -- Queen's University, 2010-08-24 16:49:22.151

Zugl.: Basel, Univ., Diss., 2005

Heidelberg, Universiẗat, Diss., 2007.

Zugl.: Mainz, Univ., Diss., 2006