ERIC Number: EJ1018354
Record Type: Journal
Publication Date: 2013-Nov
Abstractor: As Provided
Reference Count: 55
Dividing the Labor of Development: Education and Participation in Rural Tanzania
Phillips, Kristin D.
Comparative Education Review, v57 n4 p637-661 Nov 2013
Since the 1940s, the concept of community participation has framed, mobilized, and legitimated national development agendas in the Singida Region of rural central Tanzania. Based on 19 months of ethnographic and archival research, this study examines the forms of community participation elicited through state and international development initiatives aimed at achieving the Millennium Development Goals. Building on theorizations of "trusteeship" as an organizing principle of development, this article highlights the way in which educational credentials configure the distribution of roles, responsibilities, and rewards of participatory development initiatives. I argue that, despite the equalizing claims of participation, the trusteeship phenomenon legitimates a radically asymmetrical distribution of labor and authority. Through schooling's symbolic and cultural work, the educated become the mind and voice of development, while the lesser educated become its hands.
Descriptors: Rural Areas, Foreign Countries, Ethnography, Educational Development, Educational History, Labor, Developing Nations, Social Systems, Poverty, Politics of Education, Equal Education, Educational Policy, Supply and Demand, Social Differences, Educational Attainment, Interviews, Community Involvement
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Tanzania