An increased global attention has been placed on the effects of migration on development, particularly in Africa, due to the increase in remittances to the continent. The African Union (AU) has negotiated multiple migration frameworks and conventions to promote development in this arena. The increased attention has also made researchers within the Migration-Development Nexus (MDN) question the uncritical use of the concept development. This study aims to answer the question of: “How does the AU’s representation of development affect its migration policy?”. The “What's the Problem Represented to be?” model was used to analyse the colonial discourse in the representation of development in the Migration Policy Framework for Africa 2018-2030. The results showed that development is discursively represented as economic growth, migrants are seen as agents of development and North-South hierarchies are evident in the representation of developed/underdeveloped. It was concluded that focus should lie on state-by-state definitions of what development is and is not

O principal objetivo deste estudo é investigar como alguns sujeitos envolvidos no processo de ensino de língua inglesa, como língua estrangeira, desenvolvem e praticam o senso crítico no ensino em questão. Em função dos resultados preliminares da investigação, procedeu-se a uma etapa subseqüente, conhecida como processo de ruptura, que consistiu em: desconstruir e subverter interpretações consideradas, por determinados grupos sociais, como canônicas e, portanto, hegemônicas. Em tal etapa, visamos conhecer a natureza da interação dos sujeitos observados à luz das concepções propostas. Esta proposta buscou introduzir ontologias filosóficas e epistemologias do conhecimento que consideram os sujeitos como agentes da História, dotados de identidades múltiplas e contingentes; paradoxais ao invés de harmônicas. O presente estudo abordou, ainda, projetos transdisciplinares e interpretações parciais/abertas (Ricoeur, 1978), procurando incluir, finalmente, processos de transformação de significados realizados contingentemente, levando-se em conta a noção de locus de enunciação (Bhabha, 1994). Para a investigação e análise dos eventos sócio-pedagógicos, foi realizada uma pesquisa etnográfica interpretativa e qualitativa. A conclusão parcial traz à tona os loci de enunciação dos sujeitos que à primeira vista contribuíram, na maioria dos casos, para a reprodução de crítica a-histórica. Entretanto, em outros momentos, provavelmente devido à maturidade dos sujeitos e à intervenção incipiente da pesquisadora, alguns sinais de posições aparentemente mais subjetivas também foram revelados. Palavras chave: letramento crítico, ruptura, dialética, etnografia, formação crítica de professores / The main aim of this study is to investigate how some of the subjects involved in the process of the teaching of English, as a foreign language, develop and practice their critical sense in this teaching. Due to the preliminary results of this investigation, a phase known as process of rupture which consists of deconstructing and subverting interpretations considered by particular social groups as canonical, and, hence, hegemonic was initiated. The main concern in this phase was getting to know the subjects´ interaction modes in the light of the proposed concepts. This proposal attempted do introduce both philosophical ontologies and epistemologies of knowledge which regard subjects as agents of History with multiple and contingent identities; paradoxal rather than harmonic. The study in case dealt with transdisciplinary projects and partial/open interpretations (Ricoeur, 1978) as well. In short, it also included processes of contingently meaning transformation taking into account the notion of locus of enunciation (Bhabha, 1994). In order to carry out this investigation, the ethnographic research perspective was applied to the analysis of social-pedagogical events from an interpretive and qualitative standpoint. The partial conclusion sheds light mainly on the subjects´ loci of enunciation, which seemed to have provided, in most cases, scope for the reproduction of a-historical criticism. Nevertheless, in other moments, probably on account of the subjects´ maturity and of my true-beginning intervention, signs of apparently more subjective positions were revealed. Key words: critical literacy, rupture, dialectic, ethnography, teacher´s critical development

O principal objetivo deste estudo é investigar como alguns sujeitos envolvidos no processo de ensino de língua inglesa, como língua estrangeira, desenvolvem e praticam o senso crítico no ensino em questão. Em função dos resultados preliminares da investigação, procedeu-se a uma etapa subseqüente, conhecida como processo de ruptura, que consistiu em: desconstruir e subverter interpretações consideradas, por determinados grupos sociais, como canônicas e, portanto, hegemônicas. Em tal etapa, visamos conhecer a natureza da interação dos sujeitos observados à luz das concepções propostas. Esta proposta buscou introduzir ontologias filosóficas e epistemologias do conhecimento que consideram os sujeitos como agentes da História, dotados de identidades múltiplas e contingentes; paradoxais ao invés de harmônicas. O presente estudo abordou, ainda, projetos transdisciplinares e interpretações parciais/abertas (Ricoeur, 1978), procurando incluir, finalmente, processos de transformação de significados realizados contingentemente, levando-se em conta a noção de locus de enunciação (Bhabha, 1994). Para a investigação e análise dos eventos sócio-pedagógicos, foi realizada uma pesquisa etnográfica interpretativa e qualitativa. A conclusão parcial traz à tona os loci de enunciação dos sujeitos que à primeira vista contribuíram, na maioria dos casos, para a reprodução de crítica a-histórica. Entretanto, em outros momentos, provavelmente devido à maturidade dos sujeitos e à intervenção incipiente da pesquisadora, alguns sinais de posições aparentemente mais subjetivas também foram revelados. Palavras chave: letramento crítico, ruptura, dialética, etnografia, formação crítica de professores / The main aim of this study is to investigate how some of the subjects involved in the process of the teaching of English, as a foreign language, develop and practice their critical sense in this teaching. Due to the preliminary results of this investigation, a phase known as process of rupture which consists of deconstructing and subverting interpretations considered by particular social groups as canonical, and, hence, hegemonic was initiated. The main concern in this phase was getting to know the subjects´ interaction modes in the light of the proposed concepts. This proposal attempted do introduce both philosophical ontologies and epistemologies of knowledge which regard subjects as agents of History with multiple and contingent identities; paradoxal rather than harmonic. The study in case dealt with transdisciplinary projects and partial/open interpretations (Ricoeur, 1978) as well. In short, it also included processes of contingently meaning transformation taking into account the notion of locus of enunciation (Bhabha, 1994). In order to carry out this investigation, the ethnographic research perspective was applied to the analysis of social-pedagogical events from an interpretive and qualitative standpoint. The partial conclusion sheds light mainly on the subjects´ loci of enunciation, which seemed to have provided, in most cases, scope for the reproduction of a-historical criticism. Nevertheless, in other moments, probably on account of the subjects´ maturity and of my true-beginning intervention, signs of apparently more subjective positions were revealed. Key words: critical literacy, rupture, dialectic, ethnography, teacher´s critical development

Relatively few people occupy formal leadership positions in their lives. Yet everyone must make decisions in the context of their different roles in life and different positions in society which will influence other people in their environment. Most South African primary schools have leadership models and appointment procedures which culminate in a "formal leadership crush" in the 12th and 13th year of the developing preadolescent. This period is described in literature as a critical development period and serves as a foundation for the forming of identity in the adolescent period which follows it. The purpose of this research is to investigate the appropriateness of existing leadership models for preadolescents in asocial context. Two leadership models are relevant. The first model is the traditional appointment of a core group of leaders for a period of a year, who must perform certain tasks. The second model developed in response to bigger pressure to democratize the leadership process in schools and assumed the form of a committee system. Learners are divided into committees, chairpersons and vice-chairpersons are elected and learners are jointly responsible for performing certain tasks. At the end of the year a core group of high-profile leaders are then appointed. A qualitative research method which follows an inductive, exploring approach was selected, because this method acknowledges the complexity of the phenomenon. Data was content-analytically processed by means of Atlas.ti. The application of different leadership models in the preadolescent development phase is a complex issue. The results indicate that children realize that competence, exemplariness, diligence, hard work, being reliable for teachers, performance and leadership qualities are less important than popularity, familiarity and acceptability among the peer group. In addition the election procedure is inconsequent, because children are brought under the impression that they are being identified as leaders, while at the same time there is a so-called "democratic" process over which children and teachers have no control. Leaders' primary tasks are supervision, discipline and the maintenance of order. This position implies the potential for conflict, because fellow learners are not recognized as authority figures and because the leaders also do not have enforceable authority. Formal leadership models also do not recognize the informal peer group ordering of the participants in the process, and inferiority and a feeling of disempowerment are the result of a situation where a formal role is assigned to someone who is not recognized in the group. The misfit between the demands which a social environment makes of children in the preadolescent development phase may possibly be the cause of the manner in which children's emotional, behavioral and social development disturbances manifest. Primary school leadership models as evaluated in this study, influence the development and end result of the spontaneous development of the preadolescent with regard to the physical, cognitive-moral and psycho-social development. The . compulsory participation in a leadership model in grade 7 has a disruptive and disturbing impact on the preadolescent's development. Proposals for the reviewing of leadership models include the establishment of structure, mentorship and personal involvement and supervision by teachers. That means that time and energy must be spent with the preadolescent, so that behavior and learning may take place by means of modeling and facilitation. / Thesis (PhD (Psychotherapy))--University of Pretoria, 2006. / Psychology / unrestricted

This dissertation is the first ever written Institutional Ethnography (IE) of the Asignación Universal por Hijo para Protección Social, or "AUH" [Universal Child Allowance], Argentina's CCT (conditional cash transfer) program. CCTs are one of international development's favourite and fastest-growing anti-poverty initiatives. Through the AUH, the State transfers cash to the poor attaching certain conditions that refer to the health and education of their children. Most CCT programs target women, and the AUH is no exception, as the overwhelming majority of legal recipients of the AUH are poor mothers. CCTs have been praised for contributing to human capital accumulation and empowering women. Using IE, a feminist socio-legal methodology drawn from Canadian sociologist Dorothy Smith,† I conducted research with a total of fifty-eight informants: thirty-nine AUH recipient women - through in-depth semi-structured individual interviews, focus group discussions, and narrative photovoice - and nineteen professionals working at diverse corners of the AUH institution. I use the findings to answer two main questions: (1) What are AUH recipients' experiences with and attitudes toward the program? and (2) How do both State and non-State legal regimes work to influence the lives of the most vulnerable women in Argentina? In other words, how does the AUH play within a system of rules - formal and informal - that have traditionally exerted control over poor women? Following IE and Social Reproduction Feminism (SRF), I found that while the AUH program indicates women's decision-making roles within their families and communities, this policy initiative serves to entrench rather than rectify inequalities. The problematic that I have found through this study is administrative and obstetric violence against AUH recipient women. Discussion about the administrative and obstetric violence that AUH recipient women suffer while doing AUH work has remained at the margins of legal and social policy debates, generally underdeveloped in policy and scholarship conversations about the realities of Argentina's most vulnerable people. Recipient women depicted diverse acts of violence they suffered while doing AUH work: they were mistreated, dismissed, neglected, humiliated, and discriminated against by State agents; recipient women were treated as ignorant or infantilized; recipient women had their stipend partially stolen by bureaucrats; had to wait countless hours in unsafe conditions; were not heard by health actors when expressing concerns about their health; had no opportunity to give prior informed consent; and they faced barriers to accessing health services and contraception. I have found a disjuncture between women's lived experiences and the broader ruling relations that organize "AUH work." The findings show a disconnection between women's experiences of violence, bureaucratic actors' experiences and knowledge of the AUH, and a misalignment between bureaucrats' knowledge and the black-letter law. These disjunctures enable and facilitate violence against recipient women through fragmentation, invisibilization, rationalization, minimization, standardization, and objectification of women's experiences. In sum, the AUH facilitates violence against women and systematically obscures that violence. Following a legal pluralist approach, I show the complex role of the law: at times, it problematically excludes recipient women's actual experiences from the AUH legal framework; at others, it fails to protect recipient women against violence. I identify the formal legal regimes interacting and immersed in the AUH institution: human rights and constitutional law, administrative law, and the violence against women (VAW) legal framework. Despite an outstanding formal repertoire of rights, there is a gap between the formal laws and their effective translation into women's lives. The law is fragmented, complex, and sometimes contradictory. It cannot be limited to State-enacted formal laws; informal laws substantially impact people's lives, such as the rule to avoid retaliation from State actors by avoiding complaining. I argue that IE and legal pluralism can provide a more nuanced understanding of the law's complex institutional hierarchy and of the myriad ways by which recipient women's voices continue to be ignored and discredited within the law in the hope that the law can better respond (or at least stops interfering) with their needs. Ultimately, nothing less than the transformation of the socioeconomic order will achieve gender equality. Rather than "empowerment," we should strive toward emancipation, abolishing the structural colonial, patriarchal, and capitalist foundations of exploitation and oppression instead of integrating women into existing institutions and "empowering" them with shallow cash transfers.

In this minor field study, we have employed a qualitative methodology to examine the role of  the non-governmental organisation Wale Wale in the operationalisation of supranational mandates to improve the rights and experiences of children in Kenya through participatory activities. In doing so, this study is able to combine the literature on Sense of Place and The Right to The City with Critical Development in novel ways. This has allowed us to examine the chasm between supranational and national mandates and local articulations using an interesting case study. Indeed, Wale Wale  demonstrates the difficulty of (i) implementing analogous supranational legislation, such as the Convention of The Rights of The Child (CRC), without practical or legally binding frameworks; (ii) that reactionary government frameworks are ineffective  in implementing supranational policy at the local scale when compared with proactive non-governmental organisations; (iii) that participatory democracy introduced in childhood has played a fundamental role in the empowerment of local residents in reclaiming space in the city and that (iv) understanding this case study is impossible without uniting the disparate literatures on Sense of Place and The Right to The City in understanding the role of local organisations in Critical Development Studies.

No description available.