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213 Mkandawire, Thandika, 2000, “Non-organic intellectuals and ‘Learning’ in policy-making Africa”, in Jerker Carlsson and Lennart Wohlgemuth (Eds) Learning in Development Cooperation, EGDI 2000:2, Stockholm: Almqvist and Wiksell, pp. 205–212. Record, Anne, 1994, “Corresponding interests: Artisans and gentlemen in nineteenth-century natural history” in British Journal for the History of Science 27, pp. 383–408. UNDP, 2001, Human Development Report 2001: Making new technologies work for human development, New York: Oxford University Press.
214 II. How can we make scientists listen to those with local knowledge? Marja-Lisa Swantz 2 There is a credibility gap between local knowledge and scientific knowledge as the latter is based on the idea that science proves the truth-value of its knowledge while the experimental and experiential local knowledge does not use the same systems of evidence. When local knowledge is even partly based on a belief system, which to the scientist is not rational, he/she dismisses it as a curiosity, an object of study but not useful knowledge. Scientists have conveniently prefixed ordinary people’s common knowledge with the prefix ethno-. We have ethno-science, ethno-botany, ethnotechnology, etc. signifying different forms of local knowledge or indigenous/ endogenous knowledge, knowledge of the people. Ethnology and ethnography, on the other hand, are recognised as branches of social science signifying scientific research done on ways of living and material culture of an ethnos, a people. They depend on people’s knowledge but do not promote it nor do they even always give credit to the owners of the knowledge. There is an ethnological school promoting ethno-methodology, and that gives credence to everyday knowledge. It bases its method and substance of study on the claim that also scientific knowledge builds on everyday knowledge, and thus there is no break between the two – they are part of the same continuum. What changes scientists’ attitude toward local knowledge? A simple answer is that their attitude invariably changes when scholars take the local people seriously, whose life situation they study, and turn them into partners and actors in the study instead of dealing with them as objects of study. This is the cardinal factor in research, which in fact requires a change of paradigm in research methodology. Action research and participatory action research have this basic factor as their starting point. When people whom scientists ordinarily take as objects of their research become research partners their knowledge becomes an integrated part of the scientific work. The truth-value can then be found in dialoguing with those who test the value and usefulness of their knowledge in everyday life. The partners also learn through experience the weaknesses and gaps in their knowledge and thus their need for new knowledge too. 2 Marja-Lisa Swantz (Finland), PhD from the University of Uppsala with long experience as a missionary and researcher particularly from Tanzania is now Professor Emeritus of Anthropology at Helsinki University.
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2003:2 Edited by Jan Olsson and Len
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Lennart Wohlgemuth Director The Nor
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ii Peter Spink 175 Dialogue from a
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iv IDA International Development As
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Part 1: Introductory chapter 1
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2 The flagship within Swedish devel
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4 On both sides, there is a wide ra
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6 could itself be divided into a nu
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8 penetrate most of the issues on t
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10 Ethical consideration and cohere
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12 reduces the transaction costs fo
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14 so-called like-minded donors, al
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16 wish to end this introductory ch
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18 the 1970s, which were attacked a
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20 References Andersen, David, John
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The Unequal Dialogue Gus Edgren 1 A
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The question of ‘sovereignty’ I
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The stakeholder line-up on the reci
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The Swedish government elaborated o
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ent side are in charge or at least
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formal (messages, representations)
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Widening choices through country pr
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Support the policy negotiations wit
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Does the New Development Agenda Enc
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(Rodenstein-Rodan, Harrod-Domar and
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e assessed only in terms of low inc
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The participation of all stakeholde
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trative capacity and difficulties i
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change within these societies, it d
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Public goods The employment of a pa
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What are the Requirements for a ‘
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Coordination, complementarity and c
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country policy programming, sector
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era are a case in point. They could
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ple are in agreement, but solutions
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proach today is very open. Question
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things possible for the private sec
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tiations between Sida and the autho
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- and this also means making mistak
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plied or functions in the ongoing a
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Dialogue on International Co-operat
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…and at the non-governmental and
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Table 1. Internal development effor
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% of GDP 25 20 15 10 5 0 to demonst
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policy performance of the governmen
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The lesson of experience with the p
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Linking the results of the policy d
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‘foreign-owned’. Yet, donors ma
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Saharan African countries. In fact,
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(iv) Giving as much attention to th
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(ix) Strengthening the lead arrange
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When referring to ‘us as donors
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ing to our own situation, but in pa
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101 ment policies we write. If we t
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103 ment co-operation. Through a co
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Everyone must understand the aim of
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The Case of Cambodia Eva Mysliwiec
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109 assistance in the form of relie
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111 ment in 1991, and the absence o
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113 manitarian activities, but was
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115 multilateral funding dictated t
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117 Participants put a high value o
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119 established in key sectors of r
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121 the country’s dependence on a
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123 financing this Fund from donors
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125 practitioners have attended tra
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127 ship of the process. Adopting p
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129 Dialogue - the Concept, the Aid
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131 the benefit of the doubt. Zambi
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133 ging aid agencies in the OECD c
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135 Soon the list of conditions to
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137 Improved dialogue and future ch
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139 that this was not compatible wi
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References 141 Catterson J. and C.
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143 have not bandied around the ind
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145 those who stand to lose from a
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147 funds, especially towards meeti
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149 establishing different review p
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References ‘pool’ their monies
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153 Dialogue has to begin at home F
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155 we in our own contexts had to b
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157 a lot of knowledge about develo
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159 the implementation. Unfortunate
Page 167 and 168: gions. In his book Llibre del genti
Page 169 and 170: 163 It is recalled that four centur
Page 171 and 172: 165 issues took place within the co
Page 173 and 174: 167 by military rulers, many with t
Page 175 and 176: 169 termined based upon the interes
Page 177 and 178: The consultative group was conceive
Page 179 and 180: 173 meetings called at the executiv
Page 181 and 182: Dialogue from a Field Perspective P
Page 183 and 184: 177 Different practices of talk hap
Page 185 and 186: 179 joint programs being run by lo
Page 187 and 188: 181 The final summing up was made i
Page 189 and 190: 183 Another important arena in whic
Page 191 and 192: 185 that all models are products of
Page 193 and 194: 187 is a straightforward donation?
Page 195 and 196: The Challenge of Dialogue for Pract
Page 197 and 198: 191 and information, while recipien
Page 199 and 200: 193 project was to provide the gove
Page 201 and 202: 195 Fifth, leaders who have decisio
Page 203 and 204: 197 tive community organizers were
Page 205 and 206: 199 of internal and external pressu
Page 207 and 208: 201 While problems such as poverty,
Page 209 and 210: 203 nities that arise for bringing
Page 211 and 212: Building relationships with others
Page 213 and 214: References 207 Black, Jan Knippers,
Page 215 and 216: 210 Voices on the Dialogue between
Page 217: 212 role of the non-professional in
Page 221 and 222: 216 problems from our ways of think
Page 223 and 224: 218 that some other countries have
Page 225 and 226: 220 standards, which has made them
Page 227 and 228: 222 Beijing became interested in th
Page 229 and 230: 224 discussions about legislation,
Page 231 and 232: 226 A trend nowadays is that assist
Page 233 and 234: 228 Dialogues should be seen as one
Page 235 and 236: 230 with ideological and political
Page 237 and 238: 232 Domestic law/constitutions When
Page 239 and 240: 234 Introductory course for human r
Page 241 and 242: 236 a far more constructive platfor
Page 243 and 244: 238 Dialogue as a Method for Develo
Page 245 and 246: 240 further refine the dialogue met
Page 247 and 248: 242 During the third phase in 1999,
Page 249 and 250: 244 stakeholders seems to be largel
Page 251 and 252: 246 tive, there was little evidence
Page 253 and 254: 248 of the Board when some of the k
Page 255 and 256: 250 sessment exercise, the momentum
Page 257 and 258: 252 out and involve all the stakeho
Page 259 and 260: 254 Reminiscences of a Dialogue in
Page 261 and 262: 256 IFAD, UNDP, Sida, Norad, Finnid
Page 263 and 264: 258 by drawing from the field level
Page 265 and 266: 260 ment establishments those who a
Page 267 and 268: 262 detail management to the locals
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264 Promoting Empowerment: A Unique
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266 academic environment. The 1980s
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268 effective role in the wider tra
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270 The Makerere University problem
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272 Reflections on the relationship
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274 Innovations Committee at Makere
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276 two persons are working full ti
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278 Development Assistance to Educa
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280 Our past experience had shown t
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282 The donors’ meeting concluded
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284 in order to demonstrate its ser
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286 Sector-Based Development Co-ope
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288 proach is expected to facilitat
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290 ship, and national ownership of
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292 and are often reluctant or unwi
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294 laments the difficulties in wor
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296 of beggar, for those who provid
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298 These observations suggest that
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300 approach, there have been many
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302 Dialoguing in Development Co-op
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304 Develop the capacity to produc
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306 things in the beginning. Why co
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308 Dialogue at the Grassroot Level
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310 This basic concept was develope
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312 bers to be able to approach vil
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314 we were, however, unable to vis
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316 as one of the main areas of con
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Annex 319
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322 parameters, which together shou
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THE EXPERT GROUP ON DEVELOPMENT ISS
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