rural livelihoods in the global south (f8017s) - University of Sussex

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IIED publish RRA notes (since Feb 1995 'PLA Notes') - available IDS. Jackson (2012) ‘Speech, Gender and power: beyond testimony’, Development and Change 43(5): 5999-1023. Kapoor, I. (2002) The devil's in the theory: a critical assessment of Robert Chambers' work on participatory development Third World Quarterly 23(1): 101-118. Kapoor, I. (2005) Participatory development, complicity and desire’, Third World Quarterly 26(8): 1203-1220 Leeuwis, C. (2000) ‘Reconceptualizing participation for sustainable rural development: Towards a negotiation approach’ Development and Change 31(5): 931-959. McGee, R. (2002) ‘Participating in Development’ in Kothari U and Minogue M (eds) Development Theory and Practice: critical perspectives Palgrave, Basingstoke. Mohan G (2007) ‘Participatory Development: From Epistemological Reversals to Active Citizenship’, Geography Compass 1: 779–796. Mosse, D. (2003) ‘The making and marketing of participatory development’, in (ed) Philip Quarles van Ufford and Ananta Kumar Giri (eds). A Moral Critique of Development: London and New York, Routledge. Nelson, N. and Wright, S. (eds) (1997) Power and participatory development: theory and practice, IT Publications, London. Parfitt, T. (2004) ‘The ambiguity of participation: a qualified defense of participatory development’, Third World Quarterly 25(3): 537-556. Pottier, J. (1997) ‘Towards an ethnography of Participatory Appraisal and Research ‘, in Grillo, R.D. and Stirrat, R.L. Discourses of Development: Anthropological Perspectives Oxford International publishers, Oxford. Scoones, I. and Thompson, J. (eds) (1994) Beyond Farmer first: rural people's knowledge, agricultural research and extension practice, IT Publications, London. White, S.C. (2000) ‘Depoliticising Development: the uses and abuses of participation’, in Pearce J (ed) Development, NGOs and Civil Society Oxfam, Oxford. Young L and H Barrett (2001) ‘Adapting visual methods: action research with Kampala street children’, Area 33(2): 141-152 One-to-one tutorials re. learning diaries. Week 12 - Tutorials Assessment: The Learning Diary What is a Learning Diary? The Learning Diary is designed as a form of assessment that records your own perception of your progress in learning, reading and writing throughout the module. You will keep a week-by-week record of your learning that will comprise, it is suggested, some or all of the following A paragraph detailing your own expectations and preconceptions about the module, the issues that you wish to study, and what you want to get out of it. Summary notes on the lectures and the seminars. A diary of your own thoughts on the week’s material with your views on the material that you have encountered is lectures and seminars, maybe even how, if at all, these topics relate to other aspects of your degree. Reviews and notes on the various academic publications that you read in relation to the module (at least one per week). Rural Livelihoods in the Global South, 2013 - F8017 20
Supplementary material (text and/or graphics) derived from newspapers, magazines, journals, websites, other lectures, etc. Commentaries on television programs, movies, novels, poetry etc. that say something to the module and your ideas about rural livelihoods in the global south. A record of how your ideas have changed/been changed during the term. As a conclusion, to reflect back on those aspects of the Term which you found most interesting, and why, if at all, your views have changed. The structure, style of presentation, length, amount of illustrative material and so on, is yours to decide. Many students find it useful to keep a computer diary but the Learning Diary can also be (neatly) hand-written in part or in full. This is quite a different form of writing and expression from much of the more formal essay style of work you have previously undertaken. The Purpose of the Learning Diary The Learning Diary is specifically designed to encourage reflexivity upon your own learning and to facilitate a broad perspective during the term. It is a continuous engagement. You will not be able to concentrate on a few selected topics, as with essay writing, but should feel it important to create linkages between the different elements of the module and to think carefully about the underlying meanings, connections and relationships between the texts with which you are dealing, rather than to memorise the surface features only, or to take a strategic approach to selective reading. All the elements of the Term’s work will therefore count in your Diary. It should be developmental and demonstrate a cumulative understanding of the module’s material as we go along. In these ways, the Learning Diary is a formative exercise. Not only will you benefit from a more reflexive approach to your studies, you will also receive feedback and comments from the tutors that should benefit you greatly in developing a more strategic approach to your learning in other modules and assessments. The style of writing will be different: it is not a ‘state of the art’ presentation like an essay which demonstrates your best possible understanding of an issue, rather, it can be a much more provisional, working document, with unresolved queries, first thoughts and frustrations all included, which (hopefully) may be resolved at a later stage. In a more informal sense, the word ‘I’ or ‘we’ might be used more liberally than you might in a formal essay (for certain tutors). So, an example, the beginning of a weekly entry might look something like: “This week we (finally) began to tackle what exactly rural livelihoods are. I was in a group that were required to read Bryceson’s 1999 article on livelihood diversification (see synopsis below). This made me think about the role-play exercise that we had done last week, where I was in the role of a poor villager. During that exercise it had been quite difficult for me to keep quiet (as I tend to want to speak a lot!) but I realised that in that role I wouldn’t have been able to say very much, and actually there were very few choices available to me. Ellis’s work (which I also read), explained that some academics have seen diversification in terms of ‘accumulating’ and ‘coping’ and I could see how Bryceson’s arguments about Structural Adjustment might mean that people diversify to cope. Certainly the petty trading that the woman did in the role play meant she could cope, but only just. Another group had done some reading that looked at non-agricultural activities in different countries. The main part of that article (Davis 2010) was incredibly complex economics, but the results were interesting, as they showed that in many different countries off-farm activities are more important to people’s incomes than agriculture. It made me want to do reading on this, as I realise that I used to think Rural Livelihoods in the Global South, 2013 - F8017 21
Page 1 and 2: THE UNIVERSITY OF SUSSEX Department
Page 3 and 4: develop and strengthen a wide range
Page 5 and 6: Davis, B. (2010) ‘A Cross-Country
Page 7 and 8: Week 4: Rural livelihoods and chang
Page 9 and 10: Core readings (to be divided in cla
Page 11 and 12: Web resources http://www.steps-cent
Page 13 and 14: Week 7: Globalisation: trade and wo
Page 15 and 16: Core readings (to be divided in cla
Page 17 and 18: Bebbington, A.J. (2004) NGOs and un
Page 19: *Brockington and Sullivan ‘Qualit
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Page 25 and 26: 70+ Marks in this range are indicat
Page 27: 6. In case of multiple assessments

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