Teacher(s)
Piccoli Emmanuelle; Woitchik Juliette (compensates Piccoli Emmanuelle);
Language
French
Main themes
The main theoretical concerns, controversies and research issues in the field of development anthropology are approached from three thematic angles:
1. Diachronic: "What is development ?" or better "what is social change as experienced by non western peoples?" The consequences for the principal institutions of ancestral cultures of assuming, even under their own modernizing steam, development are detailed.
2. Encounters: development and in particular cooperation, opens up these societies to the West. The confrontation of values and visions these encounters entail together with the changes they induce in North/South relations will be analysed - particularly with regards to the institutionalized relations between donors and beneficiaries.
3. Norms: the rapid change undergone by non western societies lead to new form of governance here detailed in the light of new political powers, the nature of the State, the relations between town and coun-try, migratory flows and the hybrid ways people create so as to live together "normally".
1. Diachronic: "What is development ?" or better "what is social change as experienced by non western peoples?" The consequences for the principal institutions of ancestral cultures of assuming, even under their own modernizing steam, development are detailed.
2. Encounters: development and in particular cooperation, opens up these societies to the West. The confrontation of values and visions these encounters entail together with the changes they induce in North/South relations will be analysed - particularly with regards to the institutionalized relations between donors and beneficiaries.
3. Norms: the rapid change undergone by non western societies lead to new form of governance here detailed in the light of new political powers, the nature of the State, the relations between town and coun-try, migratory flows and the hybrid ways people create so as to live together "normally".
Learning outcomes
At the end of this learning unit, the student is able to : | |
| 1. | improve knowledge and know how relative to the processes and consequences as-sociated with the gradual, generalized adhesion to development or transnational modernity (seen as one culture amongst many). |
| 2. | Based on pioneering work by development anthropologists, it affords the key to fathoming the cultural turbulence affecting the majority of non western societies -special emphasis being put on their ability to react, their social strategies and identifying intentionalities. |
| 3. | dialogue with these other cultures on a solidly realistic basis thus facilitating further theoretical enquiry or practical commitment to development programmes ; |
| 4. | incalculated a critical approach to development as culture and its consequences in order to foster more adequate involvement in the field. |
Content
The course offers an anthropological approach to the critical study of “development” understood as a particular form of social change in globalized and postcolonial contexts, with a focus on the relationship between the ‘local’ and the “global.” Emphasis will be placed on the environmental dimensions of development projects as well as on the relationships and tensions between development and the environment.
The course is organized in two parts.
The first part presents the specificities, challenges, and issues of an anthropological approach to the critical study of development, both in terms of research issues and in terms of approaches, methods, and data collected. The course then introduces the multitude of actors, norms, practices, representations, and stereotypes circulating in the field of development.
The second part will take an in-depth look at the links between development and the environment, based on themes such as neo-extractivism, nature reserves and TEK (Traditional Ecological Knowledge). The aim will be to take an anthropological and critical look at the ways in which development projects integrate (or fail to integrate) environmental issues.
The course is organized in two parts.
The first part presents the specificities, challenges, and issues of an anthropological approach to the critical study of development, both in terms of research issues and in terms of approaches, methods, and data collected. The course then introduces the multitude of actors, norms, practices, representations, and stereotypes circulating in the field of development.
The second part will take an in-depth look at the links between development and the environment, based on themes such as neo-extractivism, nature reserves and TEK (Traditional Ecological Knowledge). The aim will be to take an anthropological and critical look at the ways in which development projects integrate (or fail to integrate) environmental issues.
Teaching methods
Lectures by the instructor
Portfolio of thematic readings available on Moodle
Presentations by external speakers
Portfolio of thematic readings available on Moodle
Presentations by external speakers
Evaluation methods
Points will be allocated based on participation in course activities (Moodle) and an individual written exam—details will be provided on Moodle.
In the event of a second exam, the instructor will decide on an appropriate exam procedure.
All details are specified on the course Moodle page.
The use of artificial intelligence during the assessment tests for this course is governed by the rules mentioned in the faculty note on this subject, which is available on the faculty intranet site in the information section for students.
In the event of a second exam, the instructor will decide on an appropriate exam procedure.
All details are specified on the course Moodle page.
The use of artificial intelligence during the assessment tests for this course is governed by the rules mentioned in the faculty note on this subject, which is available on the faculty intranet site in the information section for students.
Online resources
See course on Moodle
Faculty or entity
