Development and the environment: Managing the contradictions?

Redclift, Michael

doi:10.1080/13511610.1993.9968371

Cited by 7 publications

(3 citation statements)

References 12 publications

(4 reference statements)

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“…While Socio-economic metabolism and colonization of nature locally and regionally pollution problems have been known for a long time, global long term effects such as climate change and the ozone hole are novel consequences of the large-scale extended societal metabolism. As an aside we may note that the difference between a more or less basic and an exended metabolism is also mirrored in differences of perception of 'environmental problems' between the highly industrialized countries -who focus on problems of pollution -and the developing countries, who focus on scarcity of food and freshwater (Redclift 1993).…”

Section: Introductionmentioning

confidence: 97%

Sustainable development: socio‐economic metabolism and colonization of nature

Fischer‐Kowalski¹,

Haberl²

1998

Int Social Sci J

105

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Section: Introductionmentioning

confidence: 97%

Sustainable development: socio‐economic metabolism and colonization of nature

Fischer‐Kowalski¹,

Haberl²

1998

Int Social Sci J

105

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“…For example, in the Eco-School, the global sustainability discourse of ecological modernisation (Huckle, 2009;Ryan, 2017) is privileged. Ecological modernisation (Dryzek, 2013;Mol & Sonnenfeld, 2000;Redclift, 1994) refers to a greening of contemporary neoliberal capitalism. It is generally conceived of as a reformist rather than radical discourse where environmental problems are considered as 'accidents on the way to progress', to be solved by whatever technical means are at our disposal (Colombo & Porcu, 2014) As such, ecological modernisation priveleges scientific knowledge systems.…”

Section: Global and Local Eco-schooling Discourses: Negotiating Discursive Contestationmentioning

confidence: 99%

Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation

Ryan

Ferreira

2019

SAJEE

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Efforts to re-appropriate indigenous knowledges reveal a discursive friction experienced by Eco-School support workers in South Africa as they attempt to build an epistemologically pluralistic curriculum. This paper outlines the strategies that South African Eco-School support workers and teachers employ in negotiating this friction and highlights the discursive rules that govern what constitutes legitimate knowledge in the South African Eco-School. The unintended consequences of these strategies that may affect the representation of indigenous peoples is also discussed.

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“…Market instruments — rather than state instruments — are framed as most appropriate: ‘for the private sector, let us set some standards, they can only be regulated by market instruments or economic instruments’ . This favouring of technical and managerial approaches arguably stymies debate on political, structural or ethical issues, with the prevailing development model largely taken as a given (McNeill, ; Redclift, ). The second principle is that the project should attract, facilitate and manage investment.…”

Section: The Boundaries Of Participationmentioning

confidence: 99%

The Contradictions of Pro‐poor Participation and Empowerment: The World Bank in East Africa

O'Meally¹

2014

Development and Change

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Participatory approaches remain central to development practice and the World Bank continues to espouse them with the promise to make its aid more pro‐poor. Yet participation's (in)effectiveness has become the focus of renewed, polarizing debates, and assessments of the form and function of the World Bank's participatory paradigm are still contested and unresolved. Through extensive field data collected in East Africa, this article seeks to move the debate forward. It presents three interrelated arguments: (1) the World Bank's participatory approach remains largely circumscribed by a Post‐Washington Consensus neoliberalism; (2) the approach, nonetheless, pro‐actively supports pro‐poor gains, and creates space for more alternative initiatives; (3) however, its effectiveness in fostering pro‐poor empowerment is undermined by deep inequalities and political economy dynamics on the ground. Two implications are discussed, which challenge conventional wisdom. First, the World Bank's approach could be seen as a hierarchical system of elements in which certain aspects, but not others, are insulated from popular deliberation. Second, participatory development should be (re)imagined as an open‐ended process rooted in the politicization of inequality and embedded in the dynamics of capitalist development, which also points to the critical role of a developmental state.

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Development and the environment: Managing the contradictions?

Cited by 7 publications

References 12 publications

Sustainable development: socio‐economic metabolism and colonization of nature

Sustainable development: socio‐economic metabolism and colonization of nature

Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation

The Contradictions of Pro‐poor Participation and Empowerment: The World Bank in East Africa

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