This volume charts the rise of the concept of "inclusive development" and simultaneously recognizes its problematic implications as it shifts the focus of development work from efficiency to justice.
In response to increasing awareness that development projects can all too often lead to the exclusion of marginalized populations, Considering Inclusive Development across Global Educational Contexts sets out to foreground trends and experiences that can inform socially just approaches to development. Structured in three parts, the volume explores several educational themes - aid and development, the human-environment nexus, and economic redistribution. Chapters look in detail at how approaches in these areas can help or hinder inclusive educational development globally, and highlight representative, critical, and relational models of inclusive development that can more strongly inform education by/from broader development trends.
This timely volume will be of interest to academics, researchers, and post-graduate students in the fields of education development, inclusivity, and sustainable development. This book would also benefit graduate students and scholars in development education.
Table of Contents
Introduction Part I Aid and Development 1. A Brief History of Overseas Development Aid 2. Aid’s Failures and Critics 3. Alternative Understandings of "Development" 4. The Human-Environment Nexus and Sustainable Development Part II: Inclusive Development 5. Participation as an Approach to Inclusive Development 6. Social Capital as an Approach to Inclusive Development 7. Social Protection as an Approach to Inclusive Development 8. Economic Redistribution and Inclusive Development Part III: Progressive and Critical Movements in Inclusive Development 9. The Three Movements of Inclusive Development 10. Inclusive Development’s Movements and How They Inform Education 11: Conclusions
Christopher J. Johnstone is Associate Professor of Comparative and International Development Education at the University of Minnesota, US.