"Overall, one finding stands out: the international community has repeatedly overestimated its own capacity and the capacity of its Afghan partners to bring about rapid social change. What has worked best are modest, locally embedded projects with immediate, tangible benefits. What has rarely worked
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are complex projects aimed at building capacity and changing behaviour. More specifically, interventions in basic health and education, and in improving basic livelihoods, led to results. Interventions in building capacity for the administration, or in sectors such as the rule of law or gender, rarely worked. In reading these 148 reports, one also realizes that the international aid community is often not good at learning. Monitoring and evaluation systems are weak, and have hardly improved since 2002. Back in the early 2000s, many donors pointed out that, in order to achieve meaningful and sustainable development, more time was necessary. Fifteen years later, few sustainable results have been achieved, but many donors continue to suggest that better results will still require more time. Few donors appear to have changed their fundamental strategic approach, despite the fact that their own evaluations strongly suggest that many aid programs are neither e cient nor e ective in the Afghan context. In all fairness, the Afghan context is an incredibly challenging one, as these 148 reports vividly remind us on almost every page. The situation on the ground was and still is characterized by a lack of basic security; Afghan partners in government and in civil society lack basic capacities; many entrenched political actors have little interest in real reforms. Despite these challenging conditions, there was since the early days of the international engagement in Afghanistan tremendous political pressure on development actors to rush in and to provide quick results. An additional layer of complexity was added by the fact that the international engagement was from the beginning both a civilian and a military intervention, and planners in headquarters as well as practitioners on the ground had to learn how to cope with the task of civil-military cooperation. Under such circumstances, designing e ective aid programs is a herculean task." (Introduction, page 8)
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"The following key principles, based on human rights and fundamental freedoms, including the rights and values of indigenous peoples as indicated in the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), will inspire the future Global Action Plan for the International Decade of
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Indigenous Languages: Centrality of indigenous peoples – ‘Nothing for us without us’ [...]; compliance with international norms and standards [...]; joint action, ‘Delivering as One’, for efficient and coherent delivery across the UN system [...]; multi-stakeholder partnerships at all levels [...]; a holistic approach in programming [...]" (Key principles, page 4)
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"El objetivo de este libro colectivo es ofrecer una perspectiva panorámica acerca de la investigación profesional sobre los estudios cinematográficos que se está produciendo en siete países de América Latina: Argentina, Bolivia, Brasil, Colombia, Chile, México y Perú. En cada uno de los cap
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tulos de este volumen se ofrece un puntual registro de la producción bibliográfica nacional y la ponderación de estos materiales desde una perspectiva especializada. En las primeras dos décadas del nuevo siglo se observa un crecimiento exponencial de los estudios sobre cine en la región latinoamericana. Es de esperarse que esta tendencia se mantenga y que propicie un diálogo internacional para la creación de redes de cooperación académica, videotecas compartidas y publicaciones conjuntas. La investigación sobre cine producida en América Latina se encuentra en un momento de crecimiento y efervescencia, y este impulso podrá llevar a la producción de modelos teóricos de alcance universal. Esperamos que la presentación de estos materiales contribuya a la consolidación y el crecimiento de este terreno emergente de la investigación interdisciplinaria." (Resumen)
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"Comprised of 31 chapters authored by some of the world's leading experts in their respective fields, the book's contributors synthesize existing literature, introduce the historical and conceptual dimensions of the field, illustrate innovative methodologies and techniques, survey traditional and ne
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w technologies, reflect on ethics and moral imperatives, outline ways to work with people, objects, and tools, and shape the future agenda of the field. With a particular focus on making ethnographic film and video, as opposed to analysing or critiquing it, from a variety of methodological approaches and styles, the handbook provides both a comprehensive introduction and up-to-date survey of the field for a vast variety of audio-visual researchers, such as scholars and students in sociology, anthropology, geography, communication and media studies, education, cultural studies, film studies, visual arts and related social science and humanities. As such, it will appeal to a multidisciplinary and international audience, and features a dynamic, forward-thinking, innovative, and contemporary focus oriented toward the very latest developments in the field, as well as future possibilities." (Publisher description)
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"Now in its seventh edition, this landmark text continues to define the field of media and mass communication theory and research. It is a uniquely comprehensive and balanced guide to the world of pervasive, ubiquitous, mobile, social and always-online media that we live in today. New to this editio
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n: explores mass communication and media theory in an age of big data, algorithmic culture, AI, platform governance, streaming services, and mass self-communication; discusses the ethics of media and mass communication in all chapters; introduces a diverse and global range of voices, histories and examples from across the field; ties theory to the way media industries work and what it's like to make all kinds of media, including journalism, advertising, film, television, and digital games." (Publisher description)
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"Noch immer wird Afrika mit Stereotypen behaftet, die Unterentwicklung und Armut hervorheben. Und noch immer werden die Perspektiven des Kontinents an westlichen Fortschrittsmaßstäben gemessen, selbst wenn sich diese längst als unbrauchbar, wenn nicht gar zerstörerisch erwiesen haben. Felwine Sa
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rr fordert eine Entkolonialisierung Afrikas, die auch auf die Kolonialzeit zurückgehende Institutionen und Handelsbeziehungen überwindet. Dabei verkennt er nicht die hausgemachten Probleme wie Misswirtschaft und Korruption. Doch könnten diese Probleme nur durch ein umfassenderes Verständnis ihrer Ursachen und nur durch die Afrikanerinnen und Afrikaner selbst gelöst werden. Er entwickelt in seinem Manifest eine Vision, wie eine eigene Form afrikanischen Fortschritts gelingen könnte - durch Entscheidungsautonomie und ein selbst gewähltes Entwicklungstempo. Langfristig könne eine afrikanische Kulturrevolution auch neue Ansätze für eine nachhaltige Entwicklung an anderen Orten der Welt liefern." (Verlagsbeschreibung)
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"This book provides exemplars of how the Communication discipline and curriculum are responding to the demands of globalization and contributing to the internationalization of higher education. Communication as a discipline provides a strong theoretical and methodological framework for exploring the
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benefits, challenges and meanings of globalization. The goal of this book, therefore, is to facilitate internationalization of the communication discipline in an era of globalization. Section one discusses the theoretical perspectives of globalism, internationalization, and the current state of the Communication discipline and curriculum. Section two offers a comprehensive understanding of the role, ways, and impact of internationalizing teaching, learning, and research in diverse areas of study in Communication, including travel programs and initiatives to bring internationalization to the classroom. The pieces in this section will include research-based articles, case studies, analytical reviews that exam key questions about the field, and themed pieces for dialogue/debate on current and future teaching and learning issues related to internationalizing the Communication discipline/curriculum. Section three provides an extensive sampling of materials and resources for immediate use in internationalization in communication studies; sample syllabi, activities, examples, and readings will be included. In sum, our book is designed to enable communication curriculum and communication courses in other disciplines to be internationalized and to offer different approaches to enable faculty, students, and administrators to incorporate and experience an internationalized curriculum regardless of time and financial limitations." (Publisher description)
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"Oft ging Kolonisation mit dem Raub von Kultur- und Kunstgütern der unterworfenen Bevölkerungen einher. Dabei wird das fremde Kulturerbe – abgeschnitten von seinen spirituellen und historischen Ursprüngen – meist in privaten Sammlungen oder Museen aufbewahrt. Die Objekte dienen als Statussymb
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ole, Kuriositäten und zur Spekulation. Zugleich wird die unterworfene Bevölkerung bewusst um symbolische Gegenstände gebracht, die ihrer kulturellen Identität Orientierung geben. Die Tatsache, dass ein Großteil des kulturellen Erbes Afrikas auf dem Territorium der ehemaligen europäischen Kolonialmächte gelagert wird – und damit für viele Afrikaner unzugänglich bleibt –, legt diese Mechanismen offen. In Frankreich hat Präsident Emmanuel Macron die lange bestehende Debatte, wie diese Güter zurückgegeben werden könnten, auf die staatliche Ebene gehoben. Felwine Sarr und Bénédicte Savoy wurden mit dem Verfassen eines „Berichts zur Restitution des afrikanischen Kulturerbes“ beauftragt. Das Buch ist eine gekürzte Version dieses Berichts und ein zentraler Beitrag innerhalb dieser Debatte, die auch in Deutschland an Bedeutung gewinnt." (Verlagsbeschreibung)
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"In Rwanda, Save the Children collaborated with education ministries, publishing industry stakeholders, schools, book sellers and libraries in order to strengthen existing systems and increase output and availability of quality local language children’s books. This ‘whole chain’ approach addre
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sses every step of a book’s journey from authorship to child and emphasizes the need for sustainable, profitable industries which will guarantee availability of local-language, contextually relevant reading materials to support a culture of reading in the long term." (Introduction)
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"We believe every child should own a hundred books by the age of five. In South Africa, that means giving 600 million free books to children who could never afford to buy them. Every day we lose, more children grow up unable to read and write well, and to enjoy the worlds that books open up. Every o
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ne of us can help to give lots of free books to very young children. Most importantly, these books should be: new, African stories; with characters they recognise; in languages they speak; beautiful enough to love for a lifetime. There are two sides to getting new, better books into children's hands: 1. Book creation: writing, illustration and design, guided by an editor (Output: print and digital files than anyone can download and share); 2. Book distribution: printing, delivering and handing out to children and parents (This includes reading on mobile phones). Book Dash creates books. We support others in distributing them to children. Our book-creation process is where our name comes from: a Book Dash is a single day when volunteer teams of skilled creative professionals come together to create new children's storybooks in just 12 hours. Each team comprises a writer, an illustrator, and a designer. The teams have twelve hours to create one book per team. We provide expert editors, tech support, a great venue, great food and lots of coffee." (Page 3-4)
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"In Rwanda, Save the Children collaborated with Education and Culture Ministries, publishing industry stakeholders, schools, book sellers and libraries in order to strengthen existing systems and increase output and availability of quality local language children’s books. This ‘whole chain’ ap
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proach addresses every step of a book’s journey from authorship to child and emphasizes the need for sustainable, profitable industries which will guarantee availability of local-language, contextually relevant reading materials to support a culture of reading in the long term." (Page 2)
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