‘Context matters’: whose concept of growth and development are we talking about?

Preece, J. (2008) ‘Context matters’: whose concept of growth and development are we talking about? Compare: A Journal of Comparative and International Education, 38(3), pp. 267-280. (doi: 10.1080/03057920802066543)

Abstract

The main focus of this paper is to interrogate the author's position as a white, Western expatriate during her time as a lecturer in Botswana. The approach is to analyse different texts, some of which are semi‐formal but which reveal how our cultures and subjectivities are shaped by, and shape how, we view the ‘other’ across cultural divides. By situating the issues raised by this interrogation in a wider postcolonial framework I attempt to highlight some of the tensions, contradictions and internalised patterns of behaviour which contribute to contemporary neo‐colonial discourses for growth and development in educational settings. In particular, as Michael Crossley has argued, I emphasise the dangers of uncritical international transfer and the consequences of not sufficiently addressing issues of culture and context in wider development policies. In presenting this paper I draw on contributions from two colleagues from the University of Botswana who have helped me to understand my own limitations of awareness whilst living and teaching in a formerly colonised nation.

• Item Type: Articles
• Additional Information: This article was published in a Special Issue subtitled: Narrative methodological approaches: their contribution to comparative and international education.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Preece, Professor Julia
• Authors: Preece, J.
• College/School: College of Social Sciences > School of Education
• Journal Name: Compare: A Journal of Comparative and International Education
• Publisher: Routledge
• ISSN: 0305-7925
• ISSN (Online): 1469-3623
• Published Online: 02 September 2010

Related URLs

• University of Glasgow Library Catalogue