1. three (3) compulsory components

2. included at least one (1) component of. your choice

3. Provided your final thoughts/reflections

3

1.2.2. Describe the learning activities in the tutorial; how useful were they for your

learning?

1.2.3. What questions came up for you during the tutorial? About which issue or

point of discussion would you like to find out more?

Development promotes a universal idea of equality, however this is easier said than done as often development clashes with historical and cultural practices and beliefs. Culture is a form of identity, a form of shared beliefs values and norms, shaped by ethnicity, religion and gender. A quote provided in week nine’s tutorial by André Malraux says “Culture is the sum of all the forms of art, of love, and of thought, which, in the coarse or centuries, have enabled man to be less enslaved”.

Gender is identity constructed through history, based on social and cultural roles of individuals. Gender equality focuses on equal rights, responsibilities and opportunities among genders. The course readings highlight that without properly addressing gender inequalities and social dynamics, equality will be ignored and consequently will limit opportunities and slow development, which risks supporting and preserving injustices rather than eliminating and tackling it. Gender roles are viewed differently around the world, and development requires gender equality whilst respecting cultural differences.

Development theories provide the thinking behind global policies, aid and world progress. Development theories define development and find out how to take action to achieve progress.

There is a variety of development theories encouraging diverse perspectives, critical thinking, innovation and gives platforms for marginalised voices to be heard.

Development theories including modernisation theory stem from western culture and aren’t entirely suited to cultures, histories and needs of the Global South.

During week three’s tutorial, I found having group discussions around my country (Nepal) and relating to the content was an excellent way of putting my learning to use and cementing the information in my head.

Question: Recognising that different contexts need different approaches, and that development theories have a variety of political and social foundations, is there any such thing as an essential ingredient for a good development theory?

Week 5-globalisation and development

Globalisation is a contested concept.

"Free trade is the cornerstone of neoliberalism, the now-dominant economic paradigm" (Murray and Overton 2015: 275)

Global flows and spaces of economic globalisation are dominated by global north, by theories and thinking of the global north, and by cultural assumptions that often privilege the global north.

Question: Overall, is globalisation and an interconnection of global economies a good thing for development and if so, are exceptions for this? Why could this be?

Reference

Murray, W. E. & Overton, J. Globalisation/localisation and development in Desai, V. and Potter R.B. The Companion Guide to Development Studies. Pp. 174-177.

Week 7-humanitarian and development aid

When aid is given, there is often political gain behind it.

Aid can progress development effectively if it’s well managed and targeted.

Weak institutions may lead to corruption or inefficient aid.

I found the activities in the tutorial extremely useful for my learning. After doing similar actives in previous weeks I had a good understanding of what was expected during group discussions and through active participation and studying my country specifically, I gained a big interest in Nepal and how aid is being implemented, becoming engaged in my learning.

Question: Recognising the responsive nature of humanitarian aid and the long term focus of development aid, is it possible to harness responsive humanitarian aid for long-term development purposes?

Week 9 culture and development

"Gender equality is central to sustainable development and achieving SDGs"

What is appropriate and what works to achieve development goals in particular contexts (including defining those goals) is dependent on the culture of the place in question. Attention to culture and to gender are essential if development goals are to be met in ways that are appropriate and sustainable for local contexts. If culture is overlooked, development is slowed and unproductive. External development models run the risk of conflicting with local norms and values. The case study relating to the tutorial content and Nepal was beneficial in strengthening my knowledge and discussing it with my table group provided fresh perspectives.

Week 10-environment and development: SDGs

There is strong interconnectedness between environment and development (there is no development without environment).

Strong and honest governance and international cooperation is critical.

Poorer people commit less damage towards the environment (having smaller ecological footprints), yet they are more impacted by the consequences due to being more dependent on natural resources and ecosystems.

Whilst week ten’s tutorial had similar learning activities to previous weeks, I was very vocal and confident throughout class discussion, sharing research and views amongst my peers. This assisted with boosting confidence and assured me on my understanding of the topic.

Question: Can attempts to eliminate poverty ever make real progress without serious attention to the environment?

Development theories shape discussions about progress and what is needed for it to be fulfilled. An example of this is seen in discussions about neoliberal theory as it this theory argues that privatization can reduce inefficiencies within the public sector. Ferguson, L., Elias, J. and Wanner T. (2014) define progress as economic growth achieved through free markets, privatization and limited government intervention. This puts forward the notion that private businesses are more efficient than governments and reducing government control will open opportunities for wealth. This is argued against by many, as some believe that this approach will ignore social issues, or market failures, including inequality and access to basic services such as health and education. Feminist theories would argue that gender equality is essential for improving access to health and education, which is essential for development, showing some of the limits of neoliberal thinking. Similarly, structuralist theories would argue the need to focus on the need for the state to intervene and address inequality.

Development theories are diverse and aim to practically find solutions to issues. Embracing pluralism and recognising diverse contexts – that some theories may offer appropriate insights in certain situations, and others in other situations – helps to navigate theoretical discussions and promote a constructive dialogue.

Having an understanding of development theories allows for insights about the causes of inequalities and poverty, and possible solutions. Understanding development theories is the start of addressing inequality.

An analysis of my country, Nepal, would benefit from focusing on a theory that considers a balanced approach that integrates consideration of both global influences and local traditions. Sustainable development theory promotes economic growth, environmental protection, and social equity. The theory aims to improve living standards without destroying natural resources, which could be good for Nepal.

Aid is frequently linked to political and economic interests of the aiding country. This can be seen through countries distributing aid in order to create trade opportunities, strengthen relationships or gain geopolitical influence.

The class readings for this topic provided in depth knowledge about humanitarian and development aid. Mahembe and Odhiambo (2019), offered an understanding on how aid can impact and reduce poverty. This reading looked at the effectiveness of foreign aid on poverty reduction. The reading informed us that whilst aid can reduce poverty, it needs to be effectively targeted and focused and needs to be well-managed, whilst aligning with local needs. Poorly focused aid is dangerous for development as it can lead to an over-reliance on aid, corruption and short-term solutions.

Simon Frasers article, titled Consequences and Implications for the International Development Assistance Sector from the Closure of USAID, emphasised how fragile aid systems are and how the closure of USAID has a domino effect that weakens NGOs, shifts geopolitical power and threatens development in health, education and governance. The article highlights that those most affected are low-income countries that rely on funding and development. A key takeaway from this article is that development projects need stronger local ownership and resilience

Aid is rarely given out of good will alone. Australia is very involved in aid and is involved in many international development programs, mostly around the Asia-Pacific region. Whilst this does reflect Australia’s commitment to humanitarian values, it also demonstrates an investment in regional stability, and global cooperation whilst also strengthening regional ties.

The readings offer impotent perspectives on the relationship between poverty and environmental degradation. Ibimilua (2011) argues that poverty frequently results in unsustainable environmental practices due to poor communities relying on natural recourses for basic survival. This can be seen through examples such as deforestation and overfishing. Poor communities do not necessarily wish to harm the environment, and would likely choose more sustainable practices if possible. However, due to social and economic pressures and a lack of alternative options, people are forced into environmentally unsustainable practices. This creates an ongoing cycle of poverty, as environmental degradation depletes resources that communities depend on, worsening and sustaining poverty. Achieving long term development for poor communities is difficult to prioritise over the option being able to feed their families. To break out of this cycle, communities need the proper tools, education and support, helping grow, empower and guide progress.

The required reading by Omisore (2018) focused on “Attaining Sustainable Development Goals in sub-Saharan Africa”. This reading supported the idea that development needs an approach that factors in economic protection, social equity and environmental protection. Sub-Saharan Africa was looked at due to its goals relating to issues such as food security, clean water and healthcare. The reading makes the point that in order to achieve sustainable development goals in sub-Saharan Africa, environmental challenges need to be prioritised. Without addressing land degradation and climate change, achieving other goals will become increasingly difficult.

In the final reading, Uitto (2016) writes about development programs needing to account for the environment-poverty nexus. This reading discusses how poor people are the ones who are hit hardest by environmental degradation, whilst being least responsible for it. This raises the important dimension of environmental justice, highlighting disparities in both environmental impact and vulnerability between rich and poor countries and communities. Rich countries have far larger ecological footprints, while poorer communities are more dependent on natural resources. A fair and sustainable future requires recognising these inequalities and designing policies that protect ecosystems, while uplifting vulnerable populations.

Pursuing sustainable development goals is having a positive impact on Nepal’s development – Nepal is not seeing a decrease in progress in any of its sustainable development goals and ranks 95 out of 166 of the sustainable development goal index.

Sustainable development goals have put pressure on countries to make progress. However, this is not enough and a new approach could be considered – one that allocates specific and achievable goals for different countries and that could have ramifications if they are not achieved.