Development Studies

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Browsing Development Studies by Subject "440499 Development studies not elsewhere classified"

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    In what ways and to what extent is the global oil and gas industry able to deliver enduring empowerment outcomes for women in Asia-Pacific? : a case study exploring the employment and skills development of Timorese women on Timor Sea offshore facilities : a dissertation presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Development Studies, Massey University, Palmerston North, New Zealand
    (Massey University, 2020) Adams, Virginia
    The sustainable development agenda seeks to enlist big business as a development agent to help redress persistent and pervasive conditions of women’s disadvantage in the developing world. Global corporations are being urged, among other imperatives and initiatives, to open decent work opportunities for females, thereby enabling them to traverse the basic empowerment thresholds of enjoying dignity of and in work and of becoming economically self-reliant. Rare to find in the development literature, this case study brings to light a corner of global industry (that of offshore oil and gas operations in the Timor Sea) in which, irrespective of sustainable development’s grand vision for women’s empowerment, opportunities have opened for host-country women to enjoy capabilities gains beyond the crossing of these thresholds. Moreover, the study, atypically to the dis-empowered portraits of women that abound in the development literature, brings to life the existence and experiences of dissident female (Timorese) identities imbued with high levels of agency who have been able to navigate the mesh of patriarchal belief structures and norms in their society and enter, earn respect and realise potential in the nontraditional, historically masculinised job field of offshore oil and gas. The case study has considerable breadth of scope in its pursuit of two main interconnected avenues of inquiry relating to the Timorese females’ work skills development and employment. These are: a) the associated agendas, workplace protocols, decision-making and ensuing actions within the stakeholder organisational networks of the Timor Sea oil and gas projects, and: b) the women’s own aspirations, efforts and achievements. The research methods used, of qualitative, open-ended interviews combined with long-term on-going communication with many of the group have provided a considerable depth of insight into the women’s empowerment trajectories, and a detailed illumination of the human and organisational influences on these within their training and work spaces. Near-40 Timorese women took part in the study along with 20 respondents from the stakeholder companies involved directly or indirectly with their oil and gas industry learning and earning journeys. What this research says helps to construct a more textured narrative around how gender and development is framed. It does this by capturing in multidimensional (personal, relational, social and economic) and multifaceted (cognitive, psychological and practical) ways the meanings of the empowerment gains of women from a male –dominated society who have trained, worked and been well-paid in gender-equal employment spaces. The conceptual lens is shaped using as a starting point Sen’s Capabilities Approach, feminist notions of power, theory on self-determination and around the meeting of employees’ cognitive, psychological and social empowerment needs in the workplace. The dissertation introduces a new methodological tool of the women’s owned ‘human capital portfolios’ (as their offshore-enhanced caches of knowledge, skills, abilities and attributes) to encapsulate the ballast of their capabilities sets as these contribute to their empowerment status. With its main aim being to evaluate not simply the achievement of but, importantly, the durability of the women’s empowered identities into uncertain futures, the knowledge produced in this research provides critical meaning around women’s empowerment often neglected in gender and development discourse.
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    "They come because they know the teachers are gringos" : a post-colonial exploration of the perceived value of volunteer English teaching in Lima, Peru : a thesis presented in partial fulfilment of the requirements for the degree of Master of International Development at Massey University, Palmerston North, New Zealand
    (Massey University, 2019) Thomas, Johanna
    Over the past three decades, there has been a growing trend among young people from developed countries to spend time undertaking short-term voluntary activities in developing countries before, during or after university. This phenomenon is known as ‘volunteer-tourism’. Although typically unqualified, volunteer-tourists participate in a wide range of activities, including English language teaching. There is, however, limited exploration on the dynamics of English language education through volunteer-tourism. Furthermore, literature on the role of English in development indicates an uncritical and positive bias towards English as an international language and a tool of ‘development’. This research thus contributes to current literature in two key ways, considering both the dynamics of volunteer-tourism and English language, in a post-colonial context. The research explores the perceived value of volunteer English (EFL) teaching in both elite and disadvantaged communities of post-colonial Peru. Focusing on a volunteer English teaching agency that operates in both public and private schools in Lima, interviews were conducted with both private and public school staff and former students, agency representatives and volunteers, as part of a qualitative study. A post-colonial lens was adopted to frame the research, addressing the following research questions: • What motivates different actors’ involvement in volunteer English teaching programmes and how do they perceive the value of volunteer English teaching and the English language itself? • How is volunteer English teaching and the English language experienced and perceived in elite and disadvantaged environments by different actors? Drawing on a post-colonial analytical strategy, the research discussion highlights three key themes. Firstly, the perceived value of volunteer English teachers is dependent on their having a positive and willing attitude rather than any form of qualification. Furthermore, their role ambiguity means they are absolved of much responsibility both in and outside of the classroom. Secondly, the value of volunteer English teaching lies in its characterisation as a ‘cultural exchange’, whereby volunteer teaching assistants provide ‘authentic’, linguistic and cultural exchange with Peruvian school students, host families and staff. Finally, stepping into the wider context in which the research is situated, English language is seen by Peruvian participants as a way of ‘opening doors to the world’, with direct associations made by all participants between English and the discourse of ‘development’. Overall, the research reveals power relations and subjectivities that are embedded in post-colonial power structures. Elite members of the host community benefit more from the programme and from the English language than those who are less advantaged, and generalisations are made about different groups of actors based on stereotypes that embody post-colonial ways of thinking. Uncritical promotion of the English language as a tool for personal and national ‘development’ is symbolised by notions of superiority regarding the volunteers and the ‘world’ from which they originate. This suggests that neo-colonial processes may also be involved in spreading the English language and its associated ‘culture’. Nevertheless, while local initiatives such as this one may reproduce systemic inequalities, the positive impacts that participants feel they have experienced should not be overlooked. As such, further research into the overlap between English language and volunteering is required to continue unpacking how these areas interact and operate within underlying power relations, expanding the focus from perceived value, to tangible impacts.