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Edited by Jane L. Parpart, M. Patricia Connelly, and V. Eudine Barriteau. The views expressed are those of the author s and do not necessarily represent those of the International Development Research Centre. Mention of a proprietary name does not constitute endorsement of the product and is given only for information. A microfiche edition is available.

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Chapter 3 Feminism and Development: Theoretical Perspectives. The development debate has advanced considerably since the United Nation's First Development Decade in the s, which emphasized economic growth and the "trickle-down" approach as key to reducing poverty. One of the notable advancements in the debate has been the move to consider gender equality as a key element of development.

Women's concerns were first integrated into the development agenda in the s. Disappointment over the trickle-down approach paved the way for the adoption of the basic-needs strategy, which focused on increasing the participation in and benefits of the development process for the poor, as well as recognizing women's needs and contributions to society. Activists articulated women's issues in national and international forums. Following these events, the women-in-development movement endorsed the enhancement of women's consciousness and abilities, with a view to enabling women to examine their situations and to act to correct their disadvantaged positions.

The movement also affirmed that giving women greater access to resources would contribute to an equitable and efficient development process. The end of the s ushered in the concern with gender relations in development. Microlevel studies drew our attention to the differences in entitlements, perceived capabilities, and social expectations of men and women, boys and girls.

Contrary to the unified-household model, the household has been considered an arena of bargaining, cooperation, or conflict. Reflecting the norms, laws, and social values of society, the differences in the status of men and women have profound implications for how they participate in market or nonmarket work and in community life as a whole. These differences embody social and power relations that constitute the setting for the implementation of development programs, and these differences therefore influence program outcomes.

In the s and s, research demonstrated that gender relations mediate the process of development. For example, analyses of stabilization and structural-adjustment policies showed that gender inequalities have an impact on the attainment of macroeconomic objectives. The concern with gender relations in development has strengthened the affirmation that equality in the status of men and women is fundamental to every society.

And this concern has prompted us to refine our perspective on what development should be and how to bring it about efficiently. We realize that development requires more than the creation of opportunities for people to earn sustainable livelihoods — it also requires the creation of a conducive environment for men and women to seize those opportunities.

Development implies not only more and better schools but also equal access to education for boys and girls. Development requires good governments that give men and women equal voices in decision-making and policy implementation. Bearing in mind the perspective that gender matters in development, we can go on to reexamine and redefine other development concerns and objectives. Thus, one can only agree to the advantages gained if practitioners and students of development have a grasp of the concepts, theories, and discourses that stimulate the gender debate. We will, as a result, be able to better analyze and understand gender issues and properly integrate gender interests and needs into policies and programs.

Concepts and ideas — such as feminism, gender analysis, diversity, and gender mainstreaming — that have become buzz words in the development circle will be clarified and demystified.

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This will foster effective communication among development agents and result in a consistent view of overall development goals and in complementary, rather than contradictory, plans of action. Clearly, there is scope for developing and increasing the accessibility of programs for education and research on women and gender. Such programs could reach a wide audience, institutionalize gender scholarship, and complement other avenues for disseminating the gender debate and advancing the cause of gender equality. Yet, researchers and students in developing countries have expressed frustration in accessing gender programs and resource materials.

In developing countries, the spread and depth of these programs and resource materials are still more limited than in developed countries. The research and writing of the module benefited from the contributions of gender experts, including scholars, educators, and practitioners from the three campuses of the University of the West Indies Barbados, Jamaica, and TrinidadSaint Mary's University CanadaDalhousie University Canadaand the International Women's Tribune Centre United States.

Further support was provided by IDRC for the publication of this module, to make it accessible to development and educational institutions in developing countries. IDRC's support for this undertaking resonates with IDRC's dedication to improving human well-being through research and the application of knowledge.

Since IDRC's creation init has funded development research in poor countries, with the objective of building the capabilities and institutions needed to conduct the relevant research in these countries. Gender is an important concern at IDRC. The Centre has taken steps to promote gender-sensitive research that improves our understanding of development problems and le to appropriate solutions, and it has supported efforts to disseminate knowledge on gender issues, such as this book. It is hoped that this publication encourages learning, research, and action for a sustainable and equitable world.

One of the approaches to overcoming obstacles to women's advancement is to develop and exchange materials, resources, and courses in the areas of women's studies and women and development WAD. In AprilCOL convened a week-long meeting at Saint Mary's University in Halifax, Canada, to examine ways to create course modules on women-gender and development.

Discussion focused on identifying the needed resources and materials and examining the capacities of various institutions to coordinate the development of modules. All the participants expressed interest in contributing to the long-term project and a desire to use the modules in courses on women-gender and development and women's studies at their own institutions. The team convened in Kingston, Jamaica, in February to determine the specific content and de of the course modules and to as writing tasks to team members. Two subsequent project-team meetings were convened, in New York in January and Juneto review and finalize draft materials prepared by the various teams of writers.

COL managed the project and coordinated the activities. The Centres for Gender and Development Studies at the three campuses of UWI and SIGAD collaboratively developed and wrote this core module, which focuses on the theoretical justification for examining women's specific roles and contributions to development initiatives. The module is concerned with the integration and recognition of women and their inclusion as decision-makers in development planning and policy-making, as well as other development activities: it also celebrates women's contributions to social, economic, and political development.

The collaborative process was complicated, but rewarding.

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Although individuals or small teams authored specific chapters, feedback from the various writing teams enriched and enlarged everyone's writing and thinking. For example, the presentation of black feminism and Third World feminism in Chapter 3 benefited enormously from the input of Eudine Barriteau from the Barbados UWI team. The opportunity to read each of the chapters provided new ways of addressing important issues and influenced all of our writing and thinking.

Input from the writing teams also assisted in the laborious process of identifying appropriate activities, excerpts, case studies, recommended readings, and key concepts. Above all, the two editorial meetings facilitated rethinking and rewriting. These meetings were grueling, intellectually challenging, and enormously important. Every sentence and word was examined and contested; every concept was revisited and reexamined. Participants left humbled, but inspired, by both the challenges and the benefits of South-North collaboration. The module that emerged from this process is a comprehensive, foundational text on gender and development GAD.

The module contains narratives or case studies to further illustrate the main topics. Exercises and study questions invite the user to enhance his or her knowledge through personal research. Related further readings are provided to direct the user to additional sources of information.

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Key concepts defined in Appendix 1 are highlighted in bold in the text. The module spans the emergence of women in development WIDbringing us to the point where the second wave of critiques and evaluation led to the emergence of the new field of GAD. It also addresses emerging debates that have continued to develop since the mids, particularly those on the power of development discourse, globalization, and the concepts of difference and voice. The module was made available to educational institutions and nongovernmental and women's organizations throughout the Commonwealth for local adaptation and use in traditional educational settings and informal situations.

Its publication, in revised form, as a book is intended to enhance its usefulness and increase its availability around the world. The attribution of general editors reflects the work of moving the manuscript from a module to a book. Individual authors are listed on the chapters they wrote, but the manuscript as a whole reflects our collective endeavours. The Commonwealth of Learning COL extends sincere appreciation to the following project team members for their ificant contributions to the success of the project:.

We also acknowledge the efforts of Sherrill Whittington, the former COL staff member responsible for women-and-development project coordination, and Patricia Mc Williams, who assumed responsibility for the project after Ms Whittington's departure from COL. We are very grateful to Sue Parker, Library Technician at COL, for her help with copyright clearances; and to Beverley Gardner for the original layout and word processing.

Their tremendous support helped ensure the success of the project. The opinions expressed in this document are entirely those of the authors and should not be attributed in any manner to COL, the members of its Board of Governors, or the countries they represent. In this chapter, we examine the process of theorizing and learn to appreciate the dynamic and flexible nature of this process. Much of our understanding of the world, our societies, and ourselves, today, rests on theories and knowledge generated historically and predominantly by men of certain nationalities and economic classes.

Male-dominated and culturally specific theorizing and knowledge have generally resulted in the exclusion of women and other groups from the process of formal theorizing and knowledge-building. When applied in research, policy, and action, such theories and knowledge not only ignore women's contributions in all spheres of activity but also exclude consideration of issues particularly relevant to women. Feminist scholars have argued that knowledge based mainly on male, culturally specific experience represents a skewed perception of reality and is only partial knowledge.

The best way to correct this is to take women's daily experiences and their informal theorizing into and, on this basis, adopt feminist approaches to building theory and knowledge. Theorizing and theory-building have generally been seen as the business of academics in ivory towers, yet all individuals make choices and decisions based on assumptions or theories about the world.

These formal, mainstream or "male-stream" approaches to theorizing are being challenged by various groups of women who have engaged in different approaches to the process of theorizing. These women are bringing their unique perspectives to bear on issues affecting their daily lives.

Women have used these new perspectives to deconstruct traditional knowledge bases and build new ones. Such reconstruction of knowledge has influenced policy and action affecting the lives of women. To understand that theorizing is one way in which people use their assumptions to achieve, interpret, or impose meaning. To understand how feminist theorizing has challenged mainstream theorizing. To understand how diverse assumptions about the same phenomenon result in diverse explanations, theories, and power positions; and.

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To understand how theory and knowledge are interrelated and how feminist theorizing and knowledge have influenced research, policy, and action. Although we have no precise, universally accepted definition of theory, certain recurring elements appear in the literature, which allows us to roughly draw the boundaries of the concept.

Theory is defined most commonly as scientific theory, which emphasizes a logically unified framework, generalization, and explanation. Ornstein and Hunkinsp. Stanley and Wise suggested that the majority of persons, particularly women, have been brought up to think of theory as something mysterious and forbidding, produced by clever people, most of whom are men. Nowadays, people are questioning this divide between experts and nonexperts and adopting a more inclusive approach to theorizing.

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The traditional, mainstream process of theorizing rests on the scientific method.

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