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Communication, Education and Empowerment. Manchester Monographs 33 DOCUMENT RESUME ED 362 649 CE 064 511 AUTHOR Carmen, Raff TITLE Communication, Education and Empowerment. Manchester Monographs 33. INSTITUTION Manchester Univ. (England). Centre for Adult and Higher Education. REPORT NO ISBN-0-902252-20-8 PUB DATE Sep 90 NOTE 131p. AVAILABLE FROMHaigh & Hochland Ltd., Precinct Centre, Oxford Road, Manchester M13 9QA, England, United Kingdom. PUB TYPE Reports Research/Technical (143) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Case Studies; *Citizen Participation; *Developing Nations; *Development Communication; Diffusion (Communication); Foreign Countries; Information Dissemination; Mass Media; *Modernization; *Rural Development; Rural Economics; *Social Development; Technological Advancement; Technology Transfer IDENTIFIERS Africa (West); Empowerment; Kenya; Zimbabwe ABSTRACT When considering what type of communication is required for developmcnt, the conventional answer of diffusion of technological innovation for modernization and growth is inadequate. Daniel Lerner and Everett Rogers describe traditional people as the greatest obstacle to development. Paulo Freire perceives communication as an instrument for changing society versus persuasion and extension for the maintenance of the status quo and social control. Andreas Fuglesang attacks the myth of people's ignorance and advocates cross-cultural communication. Third system communication organizes society with a reversal of authority. Development for the rural poor should, while not neglecting the sound economic base, be first and foremost development as if people mattered. Liberation from bc.ing passive recipients and toward an active citizenry is the essence of the new content of social development. By deduction, rural social development (RSD)/ill equally contain both these liberating and positively empowering aspects. Empowerment comes through participation. RSD communication will have to be participatory. Examples of participatory communication are the Kenyan DEP Program, indigenous nongovernmental organizations in West Africa, Organization of Rural Associations for Progress in Zimbabwe, and the Community Educational and Cultural Center in Kenya. (Contains 174 references and a subject index.) (YLB) 44************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. 'cA ***I. U S OEPARTMENT OF EDUCATION Office cd Educahonai Research end Improvement EDUCATIONAL RESO"RCES INFORMATION CENTE (ERIC) Cifimms00Cument haS been rsproduced Ca rece.ned Iron, me prson or orpanizahon onspnahno 0 Iohnor Changes have been made to onproy reproduchon go aidy Pomls of .ew or oahmons stated I n INS CIOCu- went do not necessardy represent Whom! OE RI posihon or paha), "PERMISSION TO REPRODUCETHIS MATERIAL HAS BEEN GRANTEDBY TO THE EDUCATIONALRESOURCES . INFORMATION CENTER (ERIC).- -Communkationr, EduOtiOn and Empowermeht Raff Carmen Ak 7ST COPY VJU Manchester Monographs The centre for adult and higher education. University of Manchester 2 ACKNOWLEDGEMENTS The author gratefully acknowledges the following publishers forpermission to use extracts from their publications: PERGAMON Journals Ltd, Oxford, U.K. 'ORAP st:ucture' S.Nyoni 1987, p. 51. CESO (Centre for the Study of Education in Developing Countries) 'Folk Media and Popular Theatre'(Table) in:Kidd J.R. 1982, p. 19 (abridged). MAMBO PRESS, Gweru, Zimbabwe : 'Reflection-Action cycle' in Hope & Timmel, 1984, Bk I p. 60. JSDA (Journal of Social Develpment in Africa) 'About Fish - About People', 'Dependency Creating versus Empowering Development Programmes' de Graaf, M. 1986: 1, pp. 8 & 17. FREE PRESS, 866, Third Avenue, New York, 10022, USA 'Convergence Model of Communication' Rogers & Kincaid, 1981, p.65. PAR (Public Administration Review 1980,Wash- ington, D.C., 20005, USA. Korten, D. 'Blueprint Development Planning'p. 48. PENGUIN books, London (Blond Briggs, 1973) 'Goods' Schumacher, E.F. 1973, p. 45. DAG HAMMERSKJOLD FOUNDATION, Uppsala, Sweden. 'The Dominated Society' 'The Liberated Society' Development Dialogue, 1981:1, pages 73 and 74. SEABURY PRESS, New York, USA, 'Dialogue. Anti-Dialogue' Paulo Freire, 1973, p. 46. UNESCO, Place de Fontenoy, Paris, France. 'Models of Communication' Diaz Bordenave, 1977, pp. 12 -19. © R. Carmen September 1990 11, ISBN 0 902252 20 8 Printed by: Direct Design (Bournemouth) Ltd., Printers, 3 The Courtyard, Thrush Road, Poole, Dorset, BH12 4NP Contents Table of contents List of Tables and Abbreviations Preface CHAPTER 1: COMMUNICATION THEORY The Conventional Communication Paradigm: Diffusion of (Technologi- cal) Innovations for Modernisation and Growth 1 Daniel Lerner and the Empathic Transitional 1 Everett Rogers: Externally Induced Diffusion of Innovations and the 4 Subculture of Peasantry: Paulo Freire: Communication as an Instrument for Changing Society 9 versus Persuasion and Extension for the Maintenance of the Status-Quo and (Social) Control: Banking& Problem-Posmg 10 Extension or Conununication 13 The Myth of People's Ignorance and Cross-Cultural Communication: Andreas Fuglesang 17 Third System Communication: The Work and Inspiration of IFDA 22 -Third System Communication 24 CHAPTER 2: ON THE NATURE OF RURAL DEVELOPMENT: RURAL SOCIAL DEVELOPMENT, EMPOWERMENT AND PAR- TICIP4TION 30 Rural Social Development 30 The Obsolescence of 'Economism' and Developmentalism' 36 Social Development 39 Central Focus on People, rather than Economics 42 Rural Social Development (R.S.D.) 46 The 1981 Oakley & Winder Research Project 47 Local Social Development and Rural Social Development: a Compari- 49 son Empowerment and Participation 52 Empowerment. Failures of the Past: Conununity Development and Animation Rurale 54 Empowerment in the `80's: the FFHC/AD 1985 Consultation on South Asian People's Associations 55 ORP's as Vehicles of Empowennent 57 South Asian ORP Priorities 60 Participation: a Missing Ingredient, a Means or an End? 62 Strategy by Textbook: the Blueprint Approach 62 The Importance of Participation 63 Participation as a 'Missing ingredient', a Means or an End? 65 CHAPTER 3: PARTICIPATORY COMMUNICATION: THEORY AND PRACTICE 69 Part 1: Theoretical Framework 69 Rural Social Development Communication: the Imperative of an Alter- native Participatory Knowledge and Research Paradigm 69 Characteristics of the Dominant Way of Relating Theory and Practice 69 Creating Knowledge through Dialogue 72 Investigation - Education -Praxis 73 Communication and Education: Reconciling the Two 74 Horizontal, Participatory or Dialogical Communication: Towards a De- finition 75 Recapitulation 80 Part 2: Case Studies 82 The Kenyan DEP Programme (1974-1983) 82 Inception 82 DEP Methodology (Psycho-Social Method) 83 DEP and DELTA (Development Education and Leadership Teams 84 in Action) =of, The Practice of Conununication within DEP 85 Direction of Ideas, Initiative and Information 86 Dispersal of Information 86 Channels of Conununication 87 Impact of DEP 87 Indigenous NGO's 'Les Groupements NAAM' (W.Africa) and the ORAP 89 (Zimbabwe) Indigenous NGO's 91 92 Les Groupements Naam From Traditional Naam to Grouponent Naam 92 The Six S's 93 Methods, Tools and Networks of Information and Communication at the Disposal of Self-Promoting Associations 94 FONGS Commwlications Network 95 Development without Destruction: Prognosis for the Future 96 ORAP (Zimbabwe) 97 Participatory Commuri:cation and Empowerment: the Kamiriithu Com- munity Educational and Cultural Centre (KCECC) in the General Con- text of the Folk Media and Popular Theatre (1977-1982) 100 KCECC: a People's Organisation 100 KCECC Activities 100 Folk Media and Popular Theatre 102 CONCLUSION: an Analysis of the Case-Studies 105 Horizontal, Participatory Communication (Dialogue) 105 Investigation-Education-Praxis: Coming Full Circle 105 ImpactlEffectiveness 105 Bibliography 110 Index 118 6 iv List of Tables Table 1 Communication Models 1 Table 2 Dialogue and Anti-dialogue (Freire) 11 Table 3 The Dominated Society 25 Table 4 The Liberated Society 26 Table 5 Primary and Secondary Goods (Schumacher) 42 Table 6 About Fish or about People and Jevelopment? (de Graaf) 50 Table 7 Blueprint Development Planning 62 Table 8 Dependency Creating versus Empowering Development Pro- grammes 66 Table 9 The Rogers & isancaid Convergence Model 77 Table 10 Reflection/Action Cycle or Loop 78 Table 11 ORAP Structure 99 Table 12 Development Communication, Folk Media and Poplar Theatre 104 List of Abbreviations ACFOD Asian Cultural Forum on Development AMECEA Association of Episcopal Conferences in East Africa AR Animation Rurale AT Appropriate Technology CDES Christian Development Education Service (Kenya) CEBEMO Christian organisation for joint financing of development programmes (Netherlands) CESEAD Communaute Economique et Sociale de l'Afrique de l'Ouest CO Citizen Organisation DD Development Dialogue (Uppsala. Sweden) DELTA Development Education and Leadership Teams in Action (Kenya) DES Development Education Service (Kenya) DSC Development Support Communication (FAO) ENDA Environnement et Developpement du Tiers Monde FFHC/AD Freedom from Hunger Campaign/Action for Development (Rome) FSR Farming System Research FONG Federations d'Organisations Non-Gouvernementales (Senegal) IFDA International Foundation for Development Alternatives (Switzerland) IFRED Institut de Recherche et Formation pour l'Education (Paris) ILO International Labour Organisation (Rome/Addis) INADES Institut Africain pour le INveloppement Econcmique et Social IRAM Institut de Recherches et d'Application de Methodes de Developpemcnt
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