What education for what development?

Amin, Samir

doi:10.1007/bf02220207

Cited by 10 publications

(9 citation statements)

References 1 publication

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“…The interaction term between exports and development level was included to determine if exports effect inequality significantly different in less developed countries than in their developed counterparts. This variable tests the theoretical argument presented by dependency theorists (e.g., Amin, 1975; also see Landsberg, 1979;Lipietz, 1982) that the process of capitalist development is different in LDCs than in developed countries. This argument opposes the modernizationists' position, which maintains that if LDCs develop institutions similar to those in developed countries they will also experience rapid economic growth and a more equal distribution of income.…”

Section: Methods and Research Designsupporting

confidence: 53%

“…It is moderate at low levels of development, reaches a maximum at middle levels, and decreases at later stages of development (Weede, 1980). Although the various dependency theorists disagree on many of the causes and means to alleviate unequal development, they agree that international economic relations contribute to the production and preservation of an unequal system of social stratification in LDCs (Frank, 1969;Cardoso, 1972;Emmanuel, 1972;Amin, 1974Amin, , 1976Cardoso and Faletto, 1979). Unlike modernization theory, dependency theory maintains that the history of international economic relations is also the history of increased inequality in LDCs.…”

Section: Theoretical Argumentsmentioning

confidence: 99%

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The Effects of Exports, Public Debt, and Development on Income Inequality

Prechel

1985

The Sociological Quarterly

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Classical economics and most modernization theorists hold that a curvilinear relationship exist between income inequality and development level. In this article that relationship is tested. In addition, it is hypothesized that exports and debt as percentages of gross domestic product increases individual income inequality. Regression analyses with controls for development and time were used to test these relationships (N=28 at two time periods). To test these hypotheses with additional data a panel cross-section design was used with data for countries where it is not available a two separate times (N=37 and N=46). The results do not provide evidence to support a curvilinear relationship between development and income distribution when controls for dependency are included in the regression equation. The results from all six regressions presented support the hypothesis that exports enhance income inequality. Moreover, a covariant analysis indicates that exports effect inequality significantly more in undeveloped countries than in developed countries. It is concluded that for less developed countries pursuing export-oriented production, income does not become more evenly distributed at later stages of development.A substantial proportion of the development literature has addressed the notion of inequality, and an attempt has been made to provide insights into the factors which contribute to inter-country differences in inequality. In the past few years, a number of social scientists have enhanced our knowledge in the area through cross-national research (Paukert

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Section: Methods and Research Designsupporting

confidence: 53%

Section: Theoretical Argumentsmentioning

confidence: 99%

The Effects of Exports, Public Debt, and Development on Income Inequality

Prechel

1985

The Sociological Quarterly

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“…With specific reference to Africa, and unrelated to the intentions of teachers in the colonial schools, he observed that the machinery of empire was relentless in its manner of operation and its grand objectives. Samir Amin (1975), in concurring with Rodney, adds that colonial education, unsurprisingly, also had the expressed function of training a cadre to manage the Empire at the local level.…”

Section: Education In Empire: the British Examplementioning

confidence: 99%

Changing patterns of imperialism and education: the United Kingdom

Bash¹

2018

REEC

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Education has been central to the maintenance of modern empires. Educational policies and practices under British imperialism reflected the complexities, tensions and conflicts in the different territories of the Empire. This is illustrated with specific reference to inter-war Palestine and Imperial India where education policy sometimes had unintended consequences in divided societies. Cultural imperialism was an inherent aspect of colonial education with curricular implications for schooling in the United Kingdom. As the British Empire underwent change and eventually declined, education also changed in response. However, the change was not linear, with the legacy of empire continuing both in the former colonial territories and in the UK itself up to present times, with implications both for the formal and informal dimensions of learning. Importantly, the English language is maintained, in different forms, as a continuing symbol of empire, together with diverse and sometimes complex responses at a time when interculturalism, postcolonialism, and globalisation have affected the discourse on the British Empire. At the same time, the discourse is sometimes complicated by an apparent resurgence of imperial sentiment while the arts continue to reflect critical attitudes towards past imperial power. The article concludes with the view that the development of a critical understanding of the relationship between education and empire is necessary to ensure changes in pedagogy with regard to greater inclusion of those with histories of marginalisation and subordination.Key Words: empire; imperialism; education; power; hegemony; culture ResumenLa educación ha sido fundamental para el mantenimiento de los imperios modernos. Las políticas y prácticas educativas bajo el imperialismo británico reflejaron las complejidades, tensiones y conflictos en los diferentes territorios del Imperio. Esto se ilustra con referencias específicas a la Palestina entre guerras y la India Imperial, donde la política educativa a veces tuvo consecuencias imprevistas en sociedades divididas. El imperialismo cultural era un aspecto inherente de la educación colonial con implicaciones curriculares para la escolarización en el Reino Unido. A medida que el Imperio británico sufrió cambios y, finalmente, se redujo, la educación también cambió en respuesta. Sin embargo, el cambio no fue lineal, ya que el legado del imperio continuó tanto en los antiguos territorios coloniales como en el Reino Unido hasta el presente, con implicaciones tanto para las dimensiones formales como informales del aprendizaje. Es importante destacar que el idioma Inglés se mantiene, en diferentes formas, como un símbolo continuo del imperio, junto con respuestas diversas y, a veces complejas en un momento en que la interculturalidad, el post-colonialismo y la globalización han afectado el discurso sobre el Imperio Británico. Al mismo tiempo, el discurso se complica a veces por un aparente resurgimiento del sentimiento imperial mientras que las artes siguen reflejando ac...

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“…Die Leitfrage einer tatsächlich befreienden Bildungsdiskussion kann in diesem Sinne nicht treffender formuliert werden, als dies Samir Amin vor dreißig Jahren tat: "What education for what development?" (Amin 1975) ser Automatismus tatsächlich haltbar ist, von welchem Bildungsverständnis die verschiedenen globalen Bildungsinitiativen ausgehen und welche Rolle alternative Ansätze einerseits sowie die zunehmende weltweite Kommerzialisierung von Bildung andererseits spielen, wird im vorliegenden Artikel behandelt.…”

Section: Schlussfolgerungunclassified

“…(Samir Amin, 1975) Im globalen Diskurs um Armutsbekämpfung und Entwicklung wird immer wieder die strategisch wichtige Rolle von Bildung zur Erreichung dieser Ziele betont. Bildung ist als Entwicklungsziel und -instrument unumstritten und hat in diesem Sinne in alle internationalen Rahmenvereinbarungen, allen voran die Millenniumsziele, Eingang gefunden.…”

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Einleitung: Bildung und Entwicklung

Langthaler¹,

Lichtblau²

2006

Journal Für Entwicklungspolitik

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What education for what development?

Cited by 10 publications

References 1 publication

The Effects of Exports, Public Debt, and Development on Income Inequality

The Effects of Exports, Public Debt, and Development on Income Inequality

Changing patterns of imperialism and education: the United Kingdom

Einleitung: Bildung und Entwicklung

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