Development Studies: Socio-economic Development from an Interdisciplinary Perspective Saleha Erdmann |
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Note: This was my major proposal, things have changed a little since I last revised it in September of 2005. For example, I did not go to Ecuador, I went to Bolivia, my perceptions of development have changed, and I changed my final course outline. However, for the sake of recording the process of my major, I am including my proposal here. Development Studies—economic development from an interdisciplinary perspective Saleha Erdmann Description and rationale: Development has become a crucial and controversial issue in today’s world, I have chosen to study it because it provides a lens with which to explore the roots of many societal problems and solutions, while doing so from an interdisciplinary perspective. Some questions I hope to address are: How do racism, sexism and other societal divisions affect an area’s ability to develop? What are the cultural roots of our approach to development? Are there ways to develop that are both environmentally and economically sustainable? How have politics inhibited and/or encouraged development? Although my main interest is in the social dynamics of development, it is important to me to also have a clear understanding of development from other perspectives, so as not to limit my knowledge and to be able to communicate with people in other fields. Before I can begin to study development, though, it is necessary to define it. In a nutshell, development refers to change that encourages economic and/or social advancement. However, the study of development is complicated by different interpretations of its definition, which depends on perspective and on how deeply it is explored. Actors who seem to be at odds within the discussion on development are often using the same word to describe very different ideas. One of the main goals of Development Studies is to clarify what these differences are and how they can be reconciled. In neutral terms development is change or progress in a society as a result of economic activity. In this case the focus is on new buildings such as factories and housing, better services such as clinics and schools and large-scale projects such as dams and highways. In neutral terms, development is usually viewed as a quantitative, economic function. In ideological terms development is a deliberate process—even a strategy, with economic, political, environmental, cultural and ethical implications. The ideology of development is much more emotionally charged than in neutral terms. The result is a massive web of conflicting actors. For example, logging in Brazil is a valuable resource that not only boosts economic growth but also gives the government some political clout in trade relationships. However, logging also causes environmental devestation, destroys pharmaceutical resources and displaces indigenous groups who inhabit the forest. A conflict between the logging industry, Brazilian and foreign governments, environmental activists, indigenous groups, human rights activists, and economists ensues. Thus the conflict over development involves more than economic decisions because of its qualitative effects on other areas. The discussion also includes some very extreme and passionate arguments. For example, some advocates claim that economic growth through development will alleviate poverty and suffering in the underdeveloped parts of the world. Another example: some opponents of large-scale, transnational development argue that it is a masked form of corporate colonialism that advances cultural and environmental destruction and reinforces political hegemony. Scale of development is also a sticking point between actors. An advocate of development may be referring to small-scale, community-based projects while an opponent might be referring to the presence of multinational corporations in the Third World. It is important to distinguish between development strategies, because an opponent of “development” may be referring to multinational corporations and an advocate referring to small-scale community banks. Both actors are addressing development, but two different kinds. In order to study this vast topic I must approach it from a variety of perspectives. Development is perhaps most clearly linked to economics through its relationship with economic growth (whether the relationship is good or bad is arguable). Development is often framed in economic terms—cost, employment, GDP, etc. Actors with explicit economic interests usually play key roles in development, like the International Monetary Fund and multinational corporations. Power struggles between actors over development are usually played out in the political arena or the discussion on development is used as a space to air out political conflicts. Development often goes hand in hand with political legitimacy. Culture has a vital interaction with development. For example, American consumerism perpetuates a certain kind of economic development. In a culture of poverty where resources are less available, this kind of development is less effective and more short-term. Development can also redirect or displace a culture, as when gender roles are redefined by new employment opportunities for women. Environmental Studies have further complicated the discussion on development by exposing the negative effects many projects have on the environment. We must address this relationship between the environment and development. It is my belief that most forms of development have the potential to be environmentally destructive—a result that is ethically irresponsible. Ethics aside, environmental destruction also has negative long-term implications for the people who benefit from the development in the short-term. It is in the best interest of humanity to find and use forms of development that do not harm the environment. Ethical issues of fairness, social justice and distribution must also be considered. A variety of well-intentioned actors advocate or oppose development based on who they represent. Some actors within international politics make the case that underdeveloped nations have the right to exploit their resources just as industrialized countries have done. Opponents to this point argue that these developing nations should learn from the past mistakes of industrialized nations in order to avoid reckless environmental and cultural destruction. In terms of human rights, it can be argued that development raises the standard of living thus decreasing human rights abuses, but the conditions of development in poorer areas often encourages human rights abuses, such as child labor. Distribution of the benefits of development is often skewed in favor of the elite, whether it is between neighborhoods, social classes, or countries. These are only a few of the arguments surrounding development, but they illustrate the important role of ethics within the discussion. Studying development the way that I want to means taking a variety of classes and tying development in through major papers and projects, reading about the topic outside of class, studying abroad, and pursuing independent studies and internships relating to development. I’m especially interested in the relationship between culture, the environment and development. Development is a broad and often ambiguous topic that is relevant everywhere in the world, but I would like to focus on two regions as case studies: Latin America and underdeveloped areas in the United States. Both cases provide unique opportunities to explore the intersection of issues of race, class, culture, environment and politics, but on different scales. Development is at the center of power relationships that shape the world we live in. It is worthy of study because it sheds light on many political, economic, cultural and environmental situations. We are all affected by issues of development and contribute to them. Development Studies cannot be incorporated into a preexisting major because it is best understood from many academic perspectives. The study of development links all people and is therefore an appropriate one for a school like St. Olaf that prides itself on preparing its students to be citizens of the world. Possible Courses for the Major: Economics: Environmental Studies: Political Science: Sociology/Anthropology: Ethics: Off Campus Study Learning and Life Experience I have no idea what I want to “be” and every concrete job that I enjoy seems to be unpaid volunteer work. I’m interested in too much, my goals are too broad and I feel like I never know enough about a topic that I can form an honest opinion about it. I don’t think that will ever change. But throughout everything, there has been a theme: I love people. We are fascinating, our cultural systems are fascinating and I hate that we sometimes use our innovation and intelligence to oppress and destroy. I think my calling is to understand why we act the way we do and how we can change (or should stay the same) in order to create a healthier and more equitable world. I know that I have a tendency to be liberal, to support the underdog, and to be idealistic, all of which I’m not ashamed. But there are plenty of people out there who aren’t like me and if I want to make any changes, then I have to work with them and understand their point of view. That’s why I went to college, to broaden my perspective so that I can reinforce or redefine what I believe in and gain empathy for those I disagree with. That’s why I’m designing this major, so I can really practice using an interdisciplinary perspective to approach complex and sticky issues. Development Studies allows me to maintain a broad view of the world, so that I don’t have to sacrifice certain interests for the sake of declaring a major, but also makes me focus on a specific topic. I have built up a lot of momentum behind these intentions, with a long chain of leadership projects, volunteer work, art, education and relationships. My father, the environmental engineer and amateur linguist, likes to discuss Chinese intonation at the dinner table. My mother was in the Peace Corp in Yemen and taught English to Hmong immigrants when I was a baby. Both my parents have influenced my appreciation of other cultures significantly. My father is also an alcoholic who has been sober for twenty-seven years, and his experience with alcoholism has given me empathy for people who are often villainized by society. I have been to Honduras three times and had many immigrant friends in high school from Latin America, Africa and Asia. I also worked at a summer camp for homeless children. These interactions have given me context for the lives of disadvantaged people. Babysitting for families from my church and spending a year at Wellesley College have given me context for the lives of advantaged people on the other end of the spectrum. I strongly believe that in order to improve our future that everyone must be involved and we cannot afford to polarize ourselves in terms of good and evil, my goal is to have enough understanding of people from all walks of life that I can bring them together to make changes. Designing this major is part of that plan. Senior Project Proposal I would like to do a research project that explores how development has affected the social structures of extremely poor communities. This might mean a comparison of a specific Ecuadorian community and a specific American community (perhaps poor indigenous communities in both countries) or it might focus on only one community. In either case it would allow me to apply what I’ve learned from my courses, independent readings and travels to an issue that I’m drawn to a set of issues I’m drawn to: poverty, culture and development. The final product would include a paper and presentation.
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