Document Sample

There are many articles, books, videos and other resources in the Marie Michael Library
related to transformative and emancipatory adult education, community development
and development generally. Look through the shelves or talk to people and find what
interests you most. This list is to get you started. It does not begin to include all the
important adult education resources, but it will help you find the different sections in the
library. When you find a resource, check what else is beside it – it may be of more
interest! This list is like a menu in a restaurant: it will let you know some possibilities, but
you’re not expected to read everything on the list anymore than you would eat every item
on a menu!


Barndt, D. (1980). Education and social change: A photographic study of Peru. Dubuque, IA:
      Kendall/Hunt Publishing Co. (370.193 B259e)
This book applies the theory of Paulo Freire through the use of photographs in work
with oppressed Peruvian women. It includes lots of pictures and is quite readable. It is a
good example of starting from the specific, concrete, historical reality of the people

Brookfield, S. (1986). Understanding and facilitating adult learning (1st ed.). San Francisco, CA:
      Jossey-Bass. (374.973 B791u)
This is a good book on non-formal and informal adult facilitation and learning.

Brookfield, S. (1987). Learning democracy : Eduard Lindeman on adult education and social change.
     London: Croom Helm.
A good introduction to the roots of adult education for social change.

Brookfield, S. (1984). Adult learners, adult education and the community. New York: Teachers
     College, Columbia University. (374 B791a)
A good overall introduction to the general field of adult education.

Brookfield, S. (1987). Developing critical thinkers: challenging adults to explore alternative ways of
     thinking and acting (1st ed.). San Francisco, CA: Jossey-Bass. (153.42 B791d)
Geared more to college and university situations, but discusses useful approaches to
developing critical thought.

Brundage, D. & Mackeracher, D. (1980). Adult learning principles and their application to
     program planning. Toronto: Ontario Ministry of Education. (374.00723 B835a)
A useful summary of the main principles of applying adult education to program
planning (Just what the title says!).

Daloz, L. (2004). Transformative learning for bioregional citizenship. In E. O’Sullivan &
     M. Taylor (Eds.), Learning toward an ecological consciousness: Selected transformative practices
     (pp. 29-45). New York: Palgrave Macmillan. (374.0145 Os8l)

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Darkenwald, G. & Merriam, S. (1982). Adult education: Foundations of practice. New York:
      Harper & Row. (374 D248a)
A readable, general introduction to the overall field of adult education as understood in
the West. The book is quite well organized so you can pick and choose the parts of most
interest to you.

Duke, C. (Ed.). (1985). Combatting poverty through adult education: National development
      strategies. London: Croom Helm. (374.91724 D885c)
A useful collection of articles describing adult education programs clearly intended to
bring about some form of social change or transformation.

Foley is an Australian adult educator whose books are very helpful in thinking through
adult education and social change. The first reference is a good introductory read, and
the second reference is a stimulating collection of case studies of learning through the
efforts to bring about change.

Foley, G. (Ed.). (1995). Understanding adult education and training. St. Leonards, Australia:
      Allen & Unwin. (374.994 F699u)

Foley, G. (1999). Learning in social action: A contribution to understanding informal education.
      London: Zed Books. (370.194 F699u)

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum. (370.1 F883p)
Paulo Freire has probably had more influence on the practice of adult education in the
twentieth century than any other single person. This is a great book, but there is a big
problem with it -- it is difficult reading. Have a look, but don't let it make you feel
dumb! Also, it is written without gender inclusive language and constantly refers to
“man.” You might look first at the "Training for Transformation" series discussed later,
or other applied books before tackling this classic.

Conversations of Paulo Freire with other adult educators recorded in various “talking
books” are also recommended. For example:

Freire, P. & Faundez, A. (1989). Learning to question: A pedagogy of liberation. New York:
      Continuum. (370 F883l)

Horton, M. & Freire, P. (1990). We make the road by walking: Conversations on education and
     social change. Philadelphia: Temple University Press. (374.9 H789w)

Freire P. (1978). Pedagogy in process: The letters to Guinea-Bissau. New York: Seabury Press.
      (374.9 F883p)

Freire, P. (1973). Education for critical consciousness (1st American ed.). New York: Seabury
      Press. (370.1 F883e)
This book has a section that discusses the actual literacy technique Freire developed, as
well as an excellent chapter called "Extension or Communication."

Knox, A. (1986). Helping adults learn (1st ed.). San Francisco, CA: Jossey-Bass. (374 K77h)

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This is another good introductory book with general information on conditions for adult
learning. You might want to spend several hours looking through the different sections.

Mukalel, J. (1997). Goals of education in Gandhian thought. In Gandhian education, (pp.
    60-83). New Delhi: Discovery Publishing House. (370.092 M896g)

Seya, P. (2005). Adult education and African development in the context of
      globalization. Adult Education and Development, 65, 95-109.

Thomas, A. & Ploman, E. (Eds.). (1986). Learning and development: A global perspective.
      Toronto: OISE. (370.1 T361l)
Also an interesting collection of articles giving some sense of different approaches being
used globally. Perhaps a bit more general and theoretical than Duke (above), but quite

Jane Vella’s books are very readable and thoughtful introductions to participatory adult
education training practice. The first book reads like a novel in the case descriptions, yet
covers a number of situations very relevant to participatory training. These books could
equally be in the “how to do it” section!

Vella, J. (2002). Learning to listen, learning to teach: The power of dialogue in educating adults (rev.
      ed.). San Francisco, CA: Jossey-Bass. (374 V545l 2002)
Vella, J. (1994). Learning to listen, learning to teach: The power of dialogue in educating adults (1st
      ed.). San Francisco, CA: Jossey-Bass. (374 V545l)
Vella, J. (1995). Training through dialogue: Promoting effective learning and change with adults (1st
      ed.). San Francisco, CA: Jossey-Bass. (374 V545t)
Vella, J. (1998). How do they know they know?: Evaluating adult learning (1st ed.). San
      Francisco, CA: Jossey-Bass. (379.15 V545h)

Wangoola, P. & Youngman, F. (Eds.). (1996). Towards a transformative political economy of
      adult education: Theoretical and practical challenges. DeKalb, IL: LEPS Press.
This book contains several interesting articles reflecting critically on the practice of adult
education -- who really benefits? Articles, for example by Paul Wangoola, Marjorie
Mbilinyi, Budd Hall and Shirley Walters are useful in helping us think more deeply about
some of the consequences and implications of our work.

Section B: HOW TO DO IT!

Arnold, R., Barndt, D. & Burke, B. (1985). A new weave: Popular education in Canada and
      Central America. Ottawa: CUSO Development Education. (374 A65n)
This book is a good introduction to the practice of “popular education” programs. It is
quite readable and has a useful “learning loom” outline of how to plan adult education

Arnold, R., et. al. (1991). Educating for a change. Toronto: Between the Lines Press.
      (370.194 A65e)
An excellent resource which describes both a training framework and the emotional
experience of popular educators as they share their wisdom from many educational

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Blackburn, D. (Ed.). (1984). Extension handbook. Guelph, ON: University of Guelph. (374
Although it deals primarily with standard North American extensions programs, this
booklet covers a lot of areas related to developing rural adult education programs
including learning methods, use of mass communication, etc. It also has a useful
categorization of extension approaches.

Auvine, B. et al. (1978). A manual for group facilitators. Madison, WI: Center for Conflict
     Resolution. (301.18 A88m)
A useful handbook for facilitators of workshops and leaders of small groups. It includes
a number of different group techniques that can be used in different situations.

International Council for Adult Education. (1997). Case studies in environmental adult and
      popular education. Toronto: LEAP/ICAE. (374.0145 C625c)
Challenges us to realize that social transformation must be grounded within a greater
environmental awareness and describes educational programs with this purpose.

CUSO. (1988). Basics and tools: A collection of popular education resources and activities. Ottawa:
      CUSO Education Department. (374.02 C961ba)
A very full collection describing methods and exercises for participatory education. Have
a look – there are a lot of games, methods, techniques and little gems hidden in it.

Dimock, H. (1973). Designing and facilitating training programs Guelph, ON: Centre for
      Human Resource Development. (658.3124 D597d)
Dimock's short handbooks are very good, readable short booklets covering the main
areas of group work, planning, facilitation and evaluation - quick handbooks.

Dodge, A. (1998). Participatory training for development: Training development workers (1st ed.).
     Windhoek, Namibia: Out of Africa. (307.09 P258tr)
The book provides practical ways of how to carry out participatory needs assessment,
problem analysis, planning, implementation and evaluation. It also shows practical ways
of applying Paulo Freire’s principles of adult learning in community-based development.

English, L. (1998). Mentoring in religious education. Birmingham, AL: Religious Education
     Press. (268.3 En36m)
A useful guide for programs of faith development – primarily Christian-based.

GATT-Fly. (1983). Ah-hah! A new approach to popular education. Toronto: Between the
     Lines. (374.0143 G228a)
GATT-Fly was a Canadian Group who developed an educational methodology using
drawings to develop political-economic analyses of situations. The book may give you
some ideas on new approaches you might use in your work.

Gillen, M. & Taylor, M. (Eds.). (1995). Adult religious education: A journey of faith development.
      New York: Paulist Press. (268.434 G412a)
Combines adult education understanding with the development of faith development

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programs. It recognizes that faith development takes place within a social context.

Hope, A. & Timmel, S. (1984). Training for transformation: A handbook for community workers.
     Gweru, Zimbabwe: Mambo Press. (3-volume set). (307.09 H771t)
These are probably the best books we have seen which explain how to actually develop a
conscientizing approach to adult education at the community or group level. Highly

Guijt, I., Fuglesang, A. & Kisadha, T. (Eds.). (1994). It is the young trees that make a thick
      forest: A report on Redd Barna's learning experiences with participatory rural appraisal:
      Kyakatebe, Masaka District, Uganda, March 7-17, 1994. Kampala, Uganda: Redd Barna
      Uganda. (309.212 G943i)
This is a good example of sharing the design and learnings from a training program.
There are other similar books in the library also well worth the read.

Marshall, J. et al. (1990). Training for empowerment: A kit of materials for popular literacy workers
      based on an exchange among educators from Mozambique, Nicaragua and Brazil. Toronto:
      International Council for Adult Education. (379.2 M356t)
Covers popular education methodologies and theories particularly around a southern
Africa application.

Millar, D. (2005). Endogenous development: Some issues of concern. Ghana Journal of
      Development Studies, 2(1), 92-109.

Mulwa, F. (1993). Participatory evaluation: Ideas and tools: (In social development programmes):
      ideas and tools for the orientation of programme teams on participatory monitoring and
      evaluation. Nairobi, Kenya: Triton Publishers. (300.72 M919p)
This book gives a practical overview of participatory approaches to monitoring and
evaluating social development.

Nilson, C. (1993). Team games for trainers. New York: McGraw-Hill. (658.3124 N599t)
Nilson, C. (1998). More team games for trainers. New York: McGraw-Hill. (658.3124
Each book describes techniques that can be used in training. They emphasize methods,
not the philosophy.

Peters, N. (1996). The hind legs of the elephant: Book 2: activities and tools for integrating a gender
      perspective into community development in Thailand. Surin, Thailand: NET Foundation.
      (305.3 P442h)
A useful, practical book on implementing a gender-sensitive development approach.

Quigley, B. (1997). Creating practical knowledge through action research: Posing problems, solving
     problems, and improving daily practice. San Francisco: Jossey-Bass. (374.072 Q4c)
An overview of action research from an adult education perspective.

Shields, K. (1994). In the tiger’s mouth: An empowerment guide for social action. Gabriola Island,
      BC: New Society. (309.26 Sh61i)

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Includes a lot of helpful, basic theory on organizing along with exercises for groups. The
material is essentially middle-class North American and may need to be modified to fit
other cultural realities.

Silberman, M. (1990). Active training: A handbook of techniques, designs, case examples, and tips.
      Lexington, MA: Lexington Books. (658.3124 S32a)
Well organized, very readable and lots of useful tips and approaches to designing and
leading training programs.

International Institute of Rural Reconstruction. (1996). Recording and using indigenous
      knowledge: A manual. Silang, Cavite, Philippines: IIRR. (001.43 Int8r)
A step-by-step process from the Philippines for building a foundation for development
based on indigenous knowledge.

Srinivasan, L. (1990). Tools for community participation: A manual for training trainers in
      participatory techniques. Washington, DC: OEF International for
      PROWWESS/UNDP. (363.72 S34t)
See particularly the section on Descriptions of Training Activities for clear, brief
descriptions of many creative, participatory methods and techniques.

Thomas, K. & Mellon, T. (1995). Planning for training and development: A guide to analysing
    needs. London: Save the Children. (301.155 T364p)

Social Change Conference. (1996). Tools for change: Highlights of the Social Change Conference,
      Vancouver, Canada, May 26-27, 1995. Vancouver, BC: David Suzuki Foundation.
      (303.4 B241t)
This book includes some thoughtful articles on bringing about change through
community activism, organization and education.

Vella, J. (2002). Twelve principles for effective adult learning. In Learning to listen, learning
      to teach: The power of dialogue in education adults (Rev. ed.), (pp. 3-22). San Francisco:
      Jossey-Bass. (374 V545l 2002)

Werner, D. (1998). Nothing about us without us: developing innovative technologies for, by and with
     disabled persons. Palo Alto, CA: HealthWrights. (362.4 W495n)
Informative on assisting disabled people to participate in addressing their needs.


Antigonish Movement

Alexander, A. (1997). The Antigonish Movement: Moses Coady and adult education today.
      Toronto: Thompson Educational Publishing. (303.484 Al26a)
This is a new book which is a very good summary of the history of the Antigonish
Movement as well as a challenge to adult educators to carry on the tradition of adult
education for social change. Highly recommended as background reading to the

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Coady, M. M. (1939). Masters of their own destiny: The story of the Antigonish Movement of adult
      education through economic cooperation. New York: Harper. (303.484 C63m)
A collection of speeches and writings of Moses Coady. This book gives you an insight
into the creative spirit and radical vision of Dr. Coady as well as the importance of adult
education in his vision of social change.

Delaney, I. (1985). By their own hands: A fieldworker’s account of the Antigonish Movement.
     Hantsport, NS: Lancelot Press. (303.484 D373b)
Gives insights into how the ideas were put into action. It also shows the importance of
women who do much of the community and “behind the scenes” work.

Laidlaw, A. (Ed.). (1971). The Man from Margaree: Writings and speeches of M. M. Coady,
      educator/reformer/priest. Toronto: McClelland and Stewart. (303.484 C63man)
An edited collection of Coady’s public work along with introductions to each section.

Lotz, J. (2005). The barnstorming years. In The humble giant: Moses Coady, Canada’s rural
      revolutionary. Ottawa: Novalis. (303.484 L919h)

Lotz, J. & Welton, M. (1997). Father Jimmy: the life and times of Father Jimmy Tompkins.
      Wreck Cove, NS: Breton Books. (303.484 L919f)
A very readable book about a pioneer Canadian adult educator and co-founder of the
Antigonish Movement.


Alinsky, S. (1971). Rules for radicals: A practical primer for realistic radicals. New York:
      Random House. (301.5 Ali 47)
Saul Alinsky, a well-known American organizer, discusses how to organize. While fun to
read, he reminds us we are always dealing with relations of power. Although he has now
died, his work is still hotly debated among strategists of social change.

Anyaegbunam, C., Mefalopulos, P. & Moetsabi, T. (1999). Facilitating grassroots
     participation in development: New training models and techniques. In S. White,
     (Ed.), The art of facilitating participation: releasing the power of grassroots communication,
     (207-228). Thousand Oaks, CA: Sage Publications. (307.14 W585a)

African Charter for popular participation in development and transformation (Arusha 1990). Charter
      adopted at the International Conference on Popular Participation in the Recovery
      and Development Process in Africa, Arusha, United Republic of Tanzania, 12-16
      February 1990. (330.96 Ar85a)

Avoseh, M. (2001). Learning to be active citizens: Lessons of traditional Africa for
     lifelong learning. International Journal of Lifelong Education, 20(6), 479-486.

Bean, Wilf. (2000). Community development and adult education: Locating practice in its
     roots. In L. M. English & M. A. Gillen (Eds.), Addressing the spiritual dimensions of
     adult learning: What educators can do (pp. 67-76). San Francisco: Jossey-Bass. (374.001

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Canadian Council for International Co-operation & MATCH International Centre.
     (1991). Two halves make a whole: Balancing gender relations in development. Ottawa. (305.3

Chambers, R. (1983). Rural development: Putting the last first. New York: Wiley. (307.14
An important book which emphasizes that rural people, and other disadvantaged people,
have great knowledge. Chambers says development workers must first learn from the
people if they want to be genuinely helpful to them. Also useful is Chambers’ later book:
Whose Reality Counts: Putting the First Last on how to train development workers to
put themselves in second place!

Boal, A. (1992). Games for actors and non-actors. (A. Jackson, Trans.). London; New York:
      Routledge. (792.028 B63g)

Chowdhry, K. (1994). Mahatma Gandhi: lessons for sustainable development. New Delhi:
    Vikram Sarabhai Foundation.

Edwards, M. & Sen, G. (2002). NGOs, social change and the transformation of human
    relationships: A 21st-century civic agenda. Retrieved from:

Freire, P. (1968). Pedagogy of the oppressed. New York: The Seabury Press. (370.1 F883p)

Gaventa, J. (2006). Finding the spaces for change: A power analysis. IDS Bulletin, 37(6),

Goulet, D. (1974). A new moral order: development ethics and liberation theology. Maryknoll, NY:
     Orbis Books. (261.809172 G739n)

Harper, S. (Ed.) (2000). The lab, the temple and the market: Reflections at the intersection of science,
     religion and development. Ottawa: IDRC. (261.85 H234l)

These three books by Paul Harrison are all recommended as introductions to
development issues, depending on your interests. The World Tomorrow is a good
general introduction. The Greening of Africa is recommended as a readable survey of
some approaches and programs that are working in Africa.

Harrison, P. (1992). The third revolution: Environment, population and a sustainable world. New
      York: I.B. Tauris & Co. (333.7 H245g)

Harrison, P. (1987). The greening of Africa: Breaking through in the battle for land and food.
      London: Paladin. (303.483 H246g)

Harrison, P. (1983). The third world tomorrow: A report from the battlefront in the war against
      poverty (2nd ed.). Harmondsworth: Penguin. (338.9 H247t)

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Hettne, B. (1990). Development theory and the three worlds. New York: Wiley.

Jackson, C. & Pearson, R. (Eds.). (1998). Feminist visions of development: Gender analysis and
      policy. London; New York: Routledge Press. (305.4201 J132f)

Korten, D., Perlas, N. & Shiva, V. (2002). Global civil society: The path ahead (draft).

Lane, D. A. (1984). Foundations for a social theology: Praxis, process and salvation. New York:
     Paulist Press. (261.8 L24f)

Mandela, N. (1994). African Renaissance. Granta, 45, 251-55.

Newman, M. (1994). Defining the enemy: Adult education in social action. Sydney: Stewart
       Victor. (374.001 N466d)
A stimulating book of short essays suggesting that if adult educators are seriously
interested in bettering social conditions we need a clear theory of the forces which
oppose and limit such betterment. Effective individual learning and small group process
is, on its own, not enough to change social structures.

Nyerere, J. K. (1968). Freedom and socialism: Uhuru Na Ujamaa: a selection from writings and
     speeches, 1965-1967. Dar Es Salaam; New York: Oxford University Press. (320.9678

Pettit, J. (2006). Power and pedagogy: Learning for reflective development practice. IDS
       Bulletin, 37(6), 69-78.

Sachs, W. (Ed.). (1992). The development dictionary: a guide to knowledge as power. London;
     Atlantic Highlands, NJ: Zed Books. (330.9 Sa14d)

Shiva, V. (1991). Biodiversity: social and ecological perspectives. London: Zed Books. (333.75

Sinclair, M. (Ed.). (1995). The new politics of survival: Grassroots movements in Central America.
      New York: Monthly Review Press. (322.409728 Si62n)

Stiefel, M. & Wolfe, M. (1994). A voice for the excluded: popular participation in development:
      utopia or necessity? London ; Atlantic Highlands, NJ : Zed Books. (323.042 St52v)

The following two books are recommended to get a broad view of what works in
participatory development approaches.

Krishna, A., Uphoff, N. & Esman, M. (Eds.). (1997). Reasons for hope : Instructive experiences
     in rural development. West Hartford, CT: Kumarian Press. (307.1412 K897r)

Uphoff, N., Esman, M. & Krishna, A. (1998). Reasons for success: Learning from instructive
    experiences in rural development. West Hartford, CT: Kumarian Press. (307.1412

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Vella, J. (2000). A spirited epistemology: Honoring the adult learner as subject. In L. M.
      English & M. A. Gillen (Eds.), Addressing the spiritual dimensions of adult learning: What
      educators can do (pp. 7-16). San Francisco: Jossey-Bass. (374.001 En36a)

Verhelst, T. G. (1990). No life without roots: Culture and development. London: Zed Books.
This book identifies the importance of working from local culture as a starting point for
development. Otherwise, the process may simply be imposing external cultural values
and practices in the name of development. (330.91724 V587n)

For those interested in the theological and spiritual dimensions of development, there
are a number of books from various faith and non-faith traditions. A good place to
begin for someone from a Christian framework would be any of the works on liberation
theology by Leonardo Boff or Gustavo Gutierrez. In terms of environmental theology,
look at the writings of Thomas Berry, Sally MacFague, or Sean McDonagh.

McDaniel, J. (1990). Earth, sky, gods & mortals: Developing an ecological spirituality. Mystic,
     CT: Twenty-Third Publications. (261.836 M141e)
A thoughtful searching for a more inclusive, gender and environmentally sensitive
understanding of the creator and spirituality.

Meehan, B. (1991). Exploring the feminine face of God: A prayerful journey. Kansas City, MO:
     Sheed & Ward. (231.4 M47e)
Explores the limitations and contradictions of a male-only image of a creator/god. It is
recommended that all of us look at materials outside our own tradition to stretch our


These books do not deal directly with adult education, but provide an understanding of the broader
structural forces within which adult education projects take place. There are many good books in the
library covering this general area. These are a few I’ve found helpful.

Afshar, F. (2005). Exploring the frontiers of international development: Countries of the
     north, well-being, spirituality, and contemplation. Canadian Journal of Development
     Studies, 26(3), 527-546.

Arai, S. (1996). Benefits of citizen participation in a healthy communities initiative:
      Linking community development and empowerment. Journal of Applied Recreation
      Research, 21(1), 25-44.

Chambers, R. (1983). Rural poverty unperceived. In Rural development: Putting the last first
    (pp. 1-27). London: Longman. (307.14 C355r)

Chambers, R. (1983). Rural development: Putting the last first. London: Longman. (pp. 201-
    203, 206-217). (307.14 C355r)

Edwards, M. (2005). Love, reason and the future of civil society. Retrieved from:

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Ekins, P. & Max-Neef, M. (Eds.). (1992). Real-life economics: Understanding wealth creation.
     London: Routledge. (330 E25r)

Fung, A. & Wright, E. (2003). Thinking about empowered participatory governance. In
     A. Fung, E. Wright, et al. Deepening democracy: Institutional innovations in empowered
     participatory governance: the Real Utopias Project IV (pp. 3-42). New York: Verso. (321.8

George, S. (1988). A fate worse than debt. London: Penguin. (336.3 G293f)
A readable overview of the global debt crisis and an introduction to the present global
economic system.

George, S. (1992). The debt boomerang: how Third World debt harms us all. Boulder, CO:
    Westview Press. (336.3 G293d)

George, S. & Paige, N. (1982). Food for beginners. London: Writers and Readers Publishing
     Cooperative Society. (338.19 G293fo)
A valuable introduction to global political-economy by examining the issue of food.
Aimed at North Americans, it is nevertheless useful for anyone and the cartoon format
makes it very readable.

Holenstein, A. (2006, October). The role and significance of religion and spirituality in endogenous
     development: A learning process between SDC and NGOs. Paper presented at the
     Endogenous Development and Bio-Cultural Diversity conference, Geneva,
     Switzerland. Retrieved from:

Khan, T. (2007). Membership-based organizations as a reflection of power structures in
    rural “community”: Experiences and observations from Sindh Province, Pakistan.
    In M. Chen, R. Jhabvala, R. Kanbur & C. Richards (Eds.), Membership-based
    organizations of the poor (pp. 281-296). London: Routledge.

Korten, D. (1990). Getting to the 21st century: Voluntary action and the global agenda. West
     Hartford, CT: Kumarian Press. (Chapters 4, 5, 7). (338.9 K845g)
Korten looks at the role of NGOs in developing civil society and a broader, global
democratic process.

Korten, D. (1995). When corporations rule the world. West Hartford, CT: Kumarian Press.
Describes the problem of uncontrolled transnational corporate power and suggests a
agenda for people to gain power back. (338.65 K845w)

Korten, D. (2006, Summer). The great turning: From empire to earth community. Yes! A
     Journal of Positive Futures, 12-18.

Laverack, G. (1998). The concept of empowerment in a traditional Fijian context. Pacific
     Health Dialogue, 5(1), 26-29.

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Mayer, M. (2003). The onward sweep of social capital: Causes and consequences for
     understanding cities, communities and urban movements. International Journal of
     Urban and Regional Research, 27(1), 110-132.

McMurtry, J. (1998). Unequal freedoms: The global market as an ethical system. Toronto:
      Garamond Press. (337 M229u)
Author says that the present economic system has become a religion in which we are
forced to believe. He describes the need for an economics based on life rather than on

Memmi, A. (1990). The colonizer and the colonized. London: Earthscan. (325.3 M519c)
One of the early classics discussing how colonialism is not only a political/economic
relationship but is also a social experience.

Nafukho, F. M. (2006). Ubuntu worldview: A traditional African view of adult learning
     in the workplace. Advances in Developing Human Resources, 8(3), 408-415.

Norberg-Hodge, H. (Ed.). (2009). Afterword: An economics of happiness. In Ancient
    futures: Lessons from Ladakh for a globalizing world. San Francisco: Sierra Club Books.

O’Sullivan, E. (1999). Kindling the fires of the soul: Educating the human spirit in our
     time. In Transformative learning: Educational vision for the 21st century (pp. 260-281).
     London: Zed Books. (370.115 Os8t)

Rahnema, M. & Bawtree, V. (Eds.). (1997). The post-development reader. London: Zed
    Books. (338.9 R129p)

Rist, G. (2007). Development as a buzzword. Development in Practice, 17(4), 485-491.

Rodney, W. (1981). How Europe underdeveloped Africa (rev. ed.). Washington, DC: Howard
     University Press. (330.96 R618h)
Another classic which discusses the relations of colonialism and imperialism between
Europe and Africa.

Sefa Dei, G. (2000). African development: The relevance and implications of
     ‘indigenousness’. In G. Sefa Dei, B. Hall, & D. Rosenberg, (Eds.), Indigenous
     knowledges in global contexts: Multiple readings of our world, (pp. 70-86). Toronto:
     University of Toronto Press. (306.42 D367i)

Shaw, M. (2007). Community development and the politics of community. Community
     Development Journal, 43(1), 24-36.

Shiva, V. (1988). Staying alive: Women, ecology and development. London: Zed Books.
      (330.91724 S69s)

Shiva, V. (2005, November). Two myths that keep the world poor. Ode Magazine.
      Retrieved from:

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Were, M. (2002). Kakamega, Kenya: A promising start derailed. In D. Taylor-Ide, C.
     Taylor, et al., Just and last change: When communities own their futures (pp. 168-177).
     Baltimore, MD: Johns Hopkins University Press.

Taylor-Ide, D., Taylor, C., et al. (2002). Ding Xian: The first example of community-
     based development. In Just and lasting change: When communities own their futures (pp.
     93-101). Baltimore, MD: Johns Hopkins University Press.

Section Five: Journals and Periodicals:

In addition, you might want to have a look at several periodicals. Convergence:
International Journal of Adult Education often has interesting articles as does Adult
Education and Development from Germany. Community Development Journal is
worth glancing through. The New Internationalist is a good introduction to various
issues in international development -- usually devoting an issue to a theme. All of these
are in the Marie Michael Library. Look around at the other journals on the shelves and
you will likely find something that interests you!

Section E: Audio-Visuals:

The Marie Michael Library has an excellent collection of DVDs, videos and some audio-
tapes related to various development issues. Do look at the latest list and choose ones
most relevant to you. I always find the librarians very helpful in making suggestions and
we will also offer some video references from time to time in class.

Section F: Websites
If you use the web, here are some related sites to check out:
A good list of relevant adult education links.
A good source of information on how adults learn.
Online articles from the journal Adult Education and Development.
The Catalyst Centre is an organization of Canadian popular educators. The site offers a
variety of resources.
A rich historical overview of adult education events through the 20th century, with lots of

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Links to a number of articles on transformative adult education, many by Edmund
Contains various articles adult education and learning.

Popular education links
An overview of Paulo Freire’s theories.
The International Development Research Centre (IDRC) offers a number of articles and
free online books related to various development issues.
A manual on the use of indigenous knowledge.
Lots of information on the proceedings of the 5th International Conference on Adult
Education (CONFINTEA V) held in Hamburg, Germany in 1997. Ten major themes of
Adult Education were identified at this conference.
Search engine of search engines allows you to do a broad Internet search by any topic
such as a development visionary or a development school of thought.
One of the largest on-line resources related to development topics including education,
health, environmental issues, gender and development.
Brief history of the Antigonish Movement, Nova Scotia.
Brief summary of the Arusha Declaration, 1967.
Augusto Boal and the Theatre of the Oppressed.
Chiapas and the Zapatista Revoluion.
Chipko movement, India.
Civicus network of civil society organizations.

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Profiles a number of theories of social change or transformation including the Buddhist
model of communication, theory of change at a personal level, personality and group
awakening, and theories of community change.
DAWN is a worldwide feminist network involved in gender and social change. There are
DAWN offices worldwide. This website includes on-line publications.
Brief profile and interview with Ela Bhatt of the Self Employed Women’s Association
trade union.
Gandhi’s life and publications.

NEPAD Document on-line.
The United Nations Economic Commission for Africa also has a number of on-line
resources related to sustainable development, information technology, regional
development, gender and development, policy analysis.
Mwalimu Nyerere Foundation. Background on Julius Nyerere and the Arusha
Page on the life and works of Vandana Shiva.

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