Education and National Development in the European Socialist States: A Model for the Third World?

1975 ◽  
Vol 17 (3) ◽  
pp. 326-348 ◽  
Author(s):  
Walter D. Connor
Keyword(s):  
Elementary Education ◽  
Third World ◽  
National Development ◽  
Skewed Distribution ◽  
Rapid Expansion ◽  
Educational Systems ◽  
Perceived Needs ◽  
The Third ◽  
The Subject ◽  
The Third World

The problems created by rapid expansion of educational systems in the underdeveloped states of Asia, Africa and South America are the subject of a large and diverse literature.1 Familiar to even the most cursory student of this literature are several themes: (1) the ‘devaluation’ of elementary education, which no longer affords entry into white-collar positions as it did in the late colonial periods; (2) the persistent and diffuse ‘elite’ connotations of higher (and even secondary) education, the supply of which, while increasing, remains relatively short; (3) the skewed distribution, within higher education, toward ‘traditional’ disciplines—notably law and the humanities—reflecting the values of the colonial system and running against perceived needs for technological skills; and finally, the concern over the ‘destabilizing’ consequences of a growth in educational access and aspirations disproportionate to the economy's ability to ‘fit’ much of tne-educated-manpower into the system.

Third World Mass Communications: A Basic Bibliography

1982 ◽  
Vol 23 (1) ◽  
pp. 94-103
Author(s):  
John A Lent
Keyword(s):  
Public Relations ◽  
Third World ◽  
New World ◽  
National Development ◽  
The United States ◽  
Mass Communications ◽  
Political Processes ◽  
The Third ◽  
Information Order ◽  
The Third World

To produce a selected bibliography on Third World mass communications has become rather difficult in recent years, because of an abundance of materials. The controversy that led to and nourished the New World and International Information Order augmented the literature by many fold and in some cases impressively — though not always differently, as catch phrases and arguments on all sides of the debate were repeated almost slavishly in packaged articles and books reminiscent of the works of a public relations practitioner. The growth of journalism training, research and educational institutions — and a corresponding increase in teachers, researchers and writers — in Third World nations also produced a glut of information. Because of these factors and a space limitation, this bibliography is devoted almost entirely to books and monographs published between 1971 and 1981. A list of periodicals which carry Third World mass communications articles is added, with notations on special issues devoted to the topic. To do more than this concerning periodical literature is prohibitive in this article. Categories used are bibliographies; mass communications, broken down into general, advertising and public relations, broadcasting, film and press; communication and development in the Third World (including media's role in social change, national development and integration, rural development and revolutionary movements); communications, politics and governments in the Third World (including law of the press, political processes and ideologies, right to communicate and press freedom); and the New World and International Information Order and the Third World (including media imperialism, flow of news and information and national sovereignty). This listing in no way is meant to be exhaustive; instead, it is designed to serve as a basic bibliography of the most recent books and monographs written by researchers and scholars throughout the world, but mainly from the United States.

scholarly journals Beyond Cycles of Hegemony: Economic, Social, and Military Factors 

1995 ◽  
pp. 34-48
Author(s):  
Walter L. Goldfrank
Keyword(s):  
21St Century ◽  
Third World ◽  
National Development ◽  
Welfare States ◽  
Political Movements ◽  
Social Democratic ◽  
The Third ◽  
Closing The Gap ◽  
The Third World ◽  
Changing World

As we survey the changing world on the eve of the 21st century, scholars confront empirical puzzles and interpretive uncertainties. Those of us who identify with worldwide social and political movements seeking more democracy, more equality, more justice, and more rationality find ourselves at once free and daunted. We are free, finally, from the albatross of repressive party-states calling themselves "socialist," from the illusion that social-democratic welfare states are trending toward perfection, from the myth that national development in the Third World is closing the gap. And we are daunted by the double task of (1) reconstructing a strategy of global transformation and (2) making a viable movement out of the multiple oppositional fragments scattered about the global landscape.

Information In and On Africa

2000 ◽  
pp. 301-322
Author(s):  
Roger Pfister
Keyword(s):  
Third World ◽  
National Development ◽  
Communication Technologies ◽  
Modern Technology ◽  
The Third ◽  
Lack Of Information ◽  
Pessimistic Attitude ◽  
Right To Information ◽  
The 1960S ◽  
The Third World

Talking about Africa’s right to information means talking about communication in Africa and in the Third World generally. In Africa the channels of communication were underdeveloped or inappropriate as a consequence of the continent’s colonial past. The resulting lack of information was, among other reasons, an impediment to national development in African states after their independence. Until the 1980s, the principal means of communication were newspapers, books, telephones, radio and TV. However, with the development of modern technology, the proliferation of satellites, the advance in the computer industry and, most recently, with the advent of Internet new forms of communication were added. This contribution outlines the initiatives and discussions from the 1960s to the 1980s on the relationship between economic development and access to information in the Third World generally and in Africa in particular. The second part deals with the new communication technologies, the areas of application in Africa and their possible impact on Africa’s development. The author takes a rather pessimistic attitude as far as the advancement of sustainable development in Africa through information technology is concerned, unless such technology is applied to local circumstances.

Web-Based Teaching

2000 ◽  
pp. 33-41
Author(s):  
Dushyanthi Hoole ◽  
S. Ratnajeevan H. Hoole
Keyword(s):  
Third World ◽  
The West ◽  
Web Based ◽  
The Third ◽  
The Subject ◽  
The Difference ◽  
Internet Connections ◽  
The Third World ◽  
Industrialised Countries ◽  
The Web

The use of educational technologies is widely recognised as beneficial (IEEE, 1998; Hoole, 1988). However, cogent arguments have been made by those who have invested much time in the development of courseware for teaching (Hoberg, 1993; Vanderplaats, 1993) that the use of the technology dominates the class so much that the subject being taught tends to get lost. In this milieu, the appearance of the Internet and the Web, and following that, Web-based teaching, offers new opportunities with caution as a caveat. Unlike courseware where an individual instructor sits down and writes programs for his class, the difference with the Web is that demands in terms of infrastructure are heavy. Not only that, while in the West, things such as a networked campus, Internet connections, etc. are taken for granted, in the Third World (defined for the purposes of this article as those countries that are not a part of North America, Europe, Australia and the newly industrialised countries of Asia such as Singapore, Japan, Korea, and Taiwan), these facilities are rare. Simply asking for all the relevant infrastructure one needs for teaching will often not produce the funds. As a result, Third World instructors wishing to embark on Web-based teaching must create a wide demand based on needs that go beyond simply teaching for these facilities and, thereby try to get what they want. They must also improvise and produce new ways of teaching with the Web. This chapter spells out the attempts by the authors, still experimental, in producing new ways of teaching with the Web and the attempts by which an infrastructure for Web-based teaching was created at the Open University of Sri Lanka.

The Peruvian Experiment in Retrospect

1987 ◽  
Vol 39 (2) ◽  
pp. 280-296 ◽  
Author(s):  
Jane S. Jaquette ◽  
Abraham F. Lowenthal
Keyword(s):  
Latin America ◽  
Soviet Union ◽  
Third World ◽  
Western Europe ◽  
The United States ◽  
Science Writing ◽  
The Third ◽  
The Soviet Union ◽  
The Subject ◽  
The Third World

NO country in Latin America, and few anywhere in the third world, was the subject of more social science writing during the late 1970s and early 1980s than Peru. Books, monographs, articles, and dissertations poured forth from Peru itself, from elsewhere in Latin America, and from the United States, Western Europe, and even the Soviet Union and Japan.

scholarly journals The Coatlicue’s State in The Mixquiahuala Letters: A Postmodern Interpretation on How to Reach the Mestiza Consciousness

2020 ◽  
pp. 181-192
Author(s):  
Mariela Aguilar ◽  
Keyword(s):  
Third World ◽  
Feminist Movement ◽  
Miguel De Cervantes ◽  
The Third ◽  
Anais Nin ◽  
Mestiza Consciousness ◽  
The Subject ◽  
Self Discovery ◽  
The Third World ◽  
Literary Renaissance

During the Chicana Literary Renaissance of the 1980s, Chicana writers–influenced by the Third World Feminist Movement–revealed new forms of representation of the Chicana experience. While concentrating on the subversive reading of the subject-object duality in Ana Castillo’s novel, The Mixquiahuala Letters (1985), Gloria E. Anzaldúa’s theory of the mestiza consciousness is also reviewed. Castillo represents the mestiza consciousness through her protagonist in a process of self-discovery through the reflection of autohistoria-teoría within the forty letters. The dichotomies of patriarchal ideologies that divide her from the Other are examined through the Coatlicue State, as inflected by such writers such as Julio Cortázar, Anaïs Nin and Miguel de Cervantes. Castillo creates a postmodern hopscotch style novel in which the reader is fundamental to the subversive interpretation of the three reading options (the conformist, the cynical, and the quixotic).

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