Browsing Faculty of Education by Subject "Community development"

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Beyond the rhetoric of empowerment: speak the language, live the experience of the rural poor

Lekoko, R.; Merwe, M. (Springer Netherlands. http://www.springerlink.com, May NaN, 2006)

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Abstract:

Growth in rural communities, along with attendant changes in social, economic and environmental conditions, challenges members of these communities to take even more responsibility for their lives than in the past. While there is a need to promote sustainable economic prosperity, it is important that developmental approaches should not compromise the potential of citizens to meet these challenges independently. The present contribution is based on a phenomenological study that explored approaches to community development in Botswana. One of the key findings was that these were dominated by a bureaucratized welfare scheme, as the government gave free food and farming implements to poor people in an approach referred to as atlhama-o-je (‘open-your-mouth-and-eat’). The present contribution reflects on the consequences of using this type of approach, arguing that instead of bringing real hope to the rural poor, it generated counterproductive attitudes. In conclusion, the authors suggest alternative strategies that take account of the life experiences of the rural poor and render them less dependent on government intervention for their well-being.

URI:

http://hdl.handle.net/10311/552

Files in this item: 1

Lekoko_RE_2006.pdf (625.9Kb)

Community empowerment in Botswana: the practitioners' perspective

Merwe, M.; Mberengwa, L. R.; Lekoko, R. N. (South African Association of Family Ecology and Consumer Sciences (SAAFECS). http://ajol.info/index.php/jfecs/index, NaN, 2010)

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Abstract:

The term empowerment has become a buzz word used by development organisations and government sectors to make development programmes sound technically correct. These programmes are often the cause of the poor becoming disillusioned and passive, since these programmes often do not achieve what they have set out to achieve. One such group that is responsible for the empowerment of community members in poverty and other special circumstances, is the home economics extension officers (HEEOs) in Botswana. This article focuses on the HEEOs’ understanding of the term empowerment as well as the subsequent actions they are taking to bring about empowerment and the hindrances that impede their empowerment practices. Qualitative data gathering methods in the form of open-ended questionnaires and semi-structured interviews were carried out with HEEOs to understand the phenomenon of empowerment. A focus group discussion was in addition conducted with one community sewing group. It became evident that HEEOs linked the term empowerment mostly to training and education. This is contrary to literature, which describes training and education as only the beginning of the empowerment process. Empowerment will however only take place if individuals are encouraged to define their own goals and to act upon them. HEEOs included community members in planning, implementation and evaluation of development programmes, but there is no evidence of authentic involvement. Community groups were also not adequately mentored and supported by HEEOs. In addition, the system within which empowerment practices are carried out appeared to be not conducive to supporting HEEOs in their empowerment practices.

URI:

http://hdl.handle.net/10311/687

Files in this item: 1

Mberengwa_JFECS_2010.pdf (998.3Kb)

The perceived effects of field-based learning in building responsive partnerships for community development

Lekoko, R. (Oxford Journals. http://cdj.oxfordjournals.org, NaN, 2005)

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Abstract:

This paper argues for the use of field-based learning activities in the training of community-based extension workers (CBEWs). CBEWs are in a challenging position. They are expected to provide services to local communities in an integrated/coordinated manner. Thus, they require partnership skills to work as an effective group. Hermeneutic-phenomenological interviewing revealed that training systems in their current forms remain unable to address the partnership skill-needs of CBEWs. This paper argues for the re-orientation of the current training systems, to make field-based learning an integral element of the training systems.

URI:

http://hdl.handle.net/10311/550

Files in this item: 1

Lekoko_CDJ_2005.pdf (1.180Mb)

Now showing items 1-3 of 3

Browsing Faculty of Education by Subject "Community development"

Browsing Faculty of Education by Subject "Community development"

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