An ethnographic analysis of the visions of development and modernity underlying indigenous Colombian communities efforts to rebuild following a 1994 earthquake.

Cauca, located in southwestern Colombia and home to the largest indigenous population in the country, is renowned as a site of indigenous mobilization. In 1994, following a destructive earthquake, many families in Cauca were forced to leave their communities of origin and relocate to other areas within the province where the state provided them with land and housing. Noting that disasters offer communities the opportunity to remake themselves and their priorities, David D. Gow examines how three different communities established after the earthquake wrestled with conflicting visions of development. He shows how they each countered traditional notions of development by moving beyond a myopic obsession with poverty alleviation to demand that Colombia become more inclusive and treat all of its people as citizens with full rights and responsibilities. Through ethnographic fieldwork conducted annually in Cauca from 1995 through 2002, Gow compares the development plans of the three communities, looking at both the planning processes and the plans themselves. In so doing, he demonstrates that there is no single indigenous approach to development and modernity. He describes differences in how each community defined and employed the concept of culture, how they connected a concern with culture to economic and political reconstruction, and how they sought to assert their own priorities while engaging with the existing development resources at their disposal. Ultimately, Gow argues that the moral vision advanced by the indigenous movement, combined with the growing importance attached to human rights, offers a fruitful way to think about development: less as a process of integration into a rigidly defined modernity than as a critical modernity based on a radical politics of inclusive citizenship.

This book examines black intellectual thought during from 1890-1940, and its relationship to the development of the alternative black curriculum in social studies. Inquiry into the alternative black curriculum is a multi-disciplinary project; it requires an intersectional approach that draws on social studies research, educational history and black history. Exploring the gendered construction of the alternative black curriculum, Murray considers the impact of Carter G. Woodson and W.E.B. DuBois in creating the alternative black curriculum in social studies, and its subsequent relationship to the work of black women in the field and how black women developed the alternative black curriculum in private and public settings.

Years of tremendous growth in response to complex emergencies have left a mark on the humanitarian sector. Various matters that once seemed settled are now subjects of intense debate. What is humanitarianism? Is it limited to the provision of relief to victims of conflict, or does it include broader objectives such as human rights, democracy promotion, development, and peacebuilding? For much of the last century, the principles of humanitarianism were guided by neutrality, impartiality, and independence. More recently, some humanitarian organizations have begun to relax these tenets. The recognition that humanitarian action can lead to negative consequences has forced humanitarian organizations to measure their effectiveness, to reflect on their ethical positions, and to consider not only the values that motivate their actions but also the consequences of those actions. In the indispensable Humanitarianism in Question, Michael Barnett and Thomas G. Weiss bring together scholars from a variety of disciplines to address the humanitarian identity crisis, including humanitarianism's relationship to accountability, great powers, privatization and corporate philanthropy, warlords, and the ethical evaluations that inform life-and-death decision making during and after emergencies.

This volume compiles a unique yet complementary collection of chapters that take a strategic comparative perspective on education systems, regions of the world, and/or ethnolinguistic communities with a focus on non-dominant languages and cultures in education. Comparison and contrast within each article and across articles illustrates the potential for using home languages – which in many cases are in non-dominant positions relative to other languages in society – in inclusive multilingual and multicultural forms of education. The 22 authors demonstrate how bringing non-dominant languages and cultures into schooling has liberatory, transformative potential for learners from ethnolinguistic communities that have previously been excluded from access to quality basic education. The authors deal not only with educational development in specific low-income and emerging countries in Asia (Afghanistan, Bangladesh, Cambodia, the Philippines Thailand and Vietnam), Latin America (Guatemala and Mexico) and Africa (Mozambique, Senegal and Tanzania), but also with efforts to reach marginalized ethnolinguistic communities in high-income North American countries (Canada and the USA). In the introductory chapter the editors highlight common and cross-cutting themes and propose appropriate, sometimes new terminology for the discussion of linguistic and cultural issues in education, particularly in low-income multilingual countries. Likewise, using examples from additional countries and contexts, the three final chapters address cross-cutting issues related to language and culture in educational research and development. The authors and editors of this volume share a common commitment to comparativism in their methods and analysis, and aim to contribute to more inclusive and relevant education for all. “A richly textured collection which offers a powerful vision of the possible, now and in the future.” Alamin Mazrui, Rutgers State University of New Jersey, USA “This book takes the local perspective of non-dominant language communities in arguing for a multilingual habitus in educational development. Benson and Kosonen masterfully extend theories and clarify terminology that is inclusive of the non-dominant contexts described here.” Ofelia García, City University of New York, USA

The untold story of how welfare and development programs in the United States and Latin America produced the instruments of their own destruction In the years after 1945, a flood of U.S. advisors swept into Latin America with dreams of building a new economic order and lifting the Third World out of poverty. These businessmen, economists, community workers, and architects went south with the gospel of the New Deal on their lips, but Latin American realities soon revealed unexpected possibilities within the New Deal itself. In Colombia, Latin Americans and U.S. advisors ended up decentralizing the state, privatizing public functions, and launching austere social welfare programs. By the 1960s, they had remade the country’s housing projects, river valleys, and universities. They had also generated new lessons for the United States itself. When the Johnson administration launched the War on Poverty, U.S. social movements, business associations, and government agencies all promised to repatriate the lessons of development, and they did so by multiplying the uses of austerity and for-profit contracting within their own welfare state. A decade later, ascendant right-wing movements seeking to dismantle the midcentury state did not need to reach for entirely new ideas: they redeployed policies already at hand. In this groundbreaking book, Amy Offner brings readers to Colombia and back, showing the entanglement of American societies and the contradictory promises of midcentury statebuilding. The untold story of how the road from the New Deal to the Great Society ran through Latin America, Sorting Out the Mixed Economy also offers a surprising new account of the origins of neoliberalism.

How should we think about politics in a world where ecological problems - from the deforestation of the Amazon to acid rain - transcend national boundaries? This is the timely and important question addressed by Thom Kuehls in Beyond Sovereign Territory. Contending that the sovereign territorial state is not adequate to contain or describe the boundaries of ecopolitics, the author reorients our thinking about government, nature, and politics. Kuehls argues that changes in technology and the scope of governmental aims have rendered conventional ecological and internationalist aims anachronistic - and ultimately ineffective - in the face of impending environmental collapse. He questions the process by which land is transformed into an object of sovereignty - into "territory" - demonstrating how representations of political space that are premised on territorial sovereignty fail to come to terms with much of what is involved in ecopolitics. Ultimately, Kuehls critiques an orientation that privileges a certain utilitarian relationship between humans and nonhuman nature, one in which the earth is largely interpreted as given to humans. Deeply humanistic and challenging conventional wisdom, Beyond Sovereign Territory will be of interest to readers of environmental politics, geography, international politics, and political theory.