|
|
|
Item Details
Title:
|
CHALLENGING CAPACITY BUILDING
COMPARATIVE PERSPECTIVES |
By: |
Sue Kenny (Editor), Matthew Clarke (Editor) |
Format: |
Electronic book text |
List price:
|
£69.00 |
We believe that this item is permanently unavailable, and so we cannot source
it.
|
|
|
|
|
ISBN 10: |
0230298052 |
ISBN 13: |
9780230298057 |
Publisher: |
PALGRAVE MACMILLAN |
Pub. date: |
30 June, 2010 |
Series: |
Rethinking International Development Series |
Description: |
Interrogates the idea of capacity building theoretically and explores the variety of meanings, constructions and practices of capacity building. This book examines capacity building in both developing and developed countries and takes the position that fragile communities are present in all societies. |
Synopsis: |
The focus of most capacity building programs is poor and disadvantaged communities. However, the appropriateness of capacity building for these groups, whether located in 'developing' or 'developed' countries, is always presented as self-evident. In much of the discussion of 'how to' build capacity, critical questions regarding the determination of whose capacities are to be built, the methods by which capacity will be built and the consequences for wider relationships of those whose capacity is being built (and presumably for those whose capacity is being left to be built at another time!) are not investigated. A deeper understanding of the meaning, practice and potential of capacity building is required. This book challenges capacity building by critically interrogating its central ideas and practices. But it also considers the ways in which capacity building itself can challenge disadvantage and inequality, by offering a self-determining way forward for communities. |
Illustrations: |
3, 3 black & white tables |
Publication: |
UK |
Imprint: |
Palgrave Macmillan |
Returns: |
Non-returnable |
|
|
|
|
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|