Emersonian Self-Reliance in Theory and Practice

Emerson ◽  
2004 ◽  
pp. 59-106
Keyword(s):  
Theory And Practice ◽  
Self Reliance

scholarly journals Whose Journey to Self-Reliance? Participation in the Journey to Self-Reliance and the Land-Grant Imaginary

2021 ◽  
Vol 28 (4) ◽  
pp. 7-14
Author(s):  
Lia Kelinsky-Jones ◽  
Kim Niewolny
Keyword(s):  
Decision Making ◽  
Civil Society ◽  
Food Insecurity ◽  
Agricultural Development ◽  
The United States ◽  
Theory And Practice ◽  
Wicked Problem ◽  
Land Grant ◽  
Land Grant Universities ◽  
Self Reliance

Land-grant university and civil society development actors have long partnered with local and global communities to eliminate food insecurity. Despite the common aim of addressing food insecurity as a wicked problem, their approaches and designs differ in scope and scale. Similarly, levels of local stakeholder participation in agricultural development historically vary reflecting the complexity in relinquishing hierarchal decision-making power. In this pilot study, we investigated how participation is framed within the United States Agency for International Development’s (USAID) policy, “The Journey to Self-Reliance”. Subsequently, we sought to understand the implications of this framing on land-grant universities’ agricultural development aims in addressing global food security. We drew upon Fairclough’s Critical Discourse Analysis and Pretty’s typology of participation in sustainable agriculture to analyze the inaugural speech launching the policy framework by the former USAID administrator. We also held two focus groups with development actors at two land-grant universities. Findings indicate local participation of governments, citizens, and civil society to be important. However, governmental participation may be contingent on accountability to both USAID and the private sector indicating an increased commitment to neoliberal ideology. The focus group themes identify self- reliance and its journey as prescriptive and at times, neocolonial, raising questions about participatory possibilities. The final theme illustrates land-grant praxis from participants as they advance visions for centering local partner needs through more equitable decision-making and resource sharing. We conclude with considerations for future research to more deeply understand the implications of “The Journey to Self-Reliance” policy through a CDA lens Keywords: Agro-ecology, Extension, Theory and Practice, Qualitative Research, Community Development

Self-reliance in theory and practice in Tanzanian trade relations

1980 ◽  
Vol 34 (2) ◽  
pp. 229-264 ◽  
Author(s):  
Thomas J. Biersteker
Keyword(s):  
International Economic ◽  
Latin American ◽  
Third World ◽  
Development Process ◽  
International Economic Order ◽  
Theory And Practice ◽  
Trade Relations ◽  
The Third ◽  
Self Reliance ◽  
The Third World

Self-reliance is a logical prescription of Latin American dependency writers and a great many other contemporary critics of the international economic and political order. It is based on assumptions and values shared by contemporary critics, employs the same definitions of central concepts, and most important, identifies specific policies designed to eliminate the bases of dependence and exploitation that critics hold responsible for a distortion of the development process throughout much of the Third World. Despite the significance of self-reliance for dependency and other critical writers, it is rarely defined and even less frequently examined systematically. As a result, self-reliance has too often been dismissed as merely part of the ideological jargon that necessarily accompanies discussions of the new international economic order.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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