"The summary of findings for this study is drawn from extensive research conducted in the form of questionnaires and focus groups. The aim of the study was to assess the level at which community radio stations in Africa are involved in programming of content on sustainable development themes/ topics
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. Investigations conducted through the study indicate that in general, community radio stations are still struggling with producing content on sustainable development. One of the reasons is the lack of understanding and distinction of what sustainable content is especially in the specific context of the different communities. Findings however also indicate that despite challenges faced by the sector, community radio stations are making some efforts to produce programmes on sustainable content although they are also faced with challenges on identifying and working with relevant stakeholders for content development. This report makes specific recommendation on how community radio stations can improve on sustainable programming." (Executive summary of findings, page 5-6)
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"El presente artículo describe los inicios, el desarrollo y la proyección de un grupo de radios comunitarias del sur de Chile, a través de la sistematización de datos cuantitativos y de relatos aportados por sus creadores y equipos de producción. La zona en estudio es importante por cuanto perm
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ite analizar las particularidades de las radios comunitarias regionales, en contraste con el alto número de emisoras de la Región Metropolitana. Los resultados demuestran el papel que la Radio Comunitaria juega en el plano comunicacional participativo, como proceso que fortalece el desarrollo sociocultural basado en el respeto a las identidades y a la comunicación vista como diálogo entre iguales. La teoría analizada y la investigación realizada muestran la necesidad de una política nacional que contemple un plan de capacitación y sostenibilidad económica del proyecto radial comunitario." (Resumen)
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"This dissertation analyzes the participatory community radios of post-war El Salvador through ethnographic research and analyses of their operations and programming. It explores the concrete local meanings of civil society and the ways this medium helped construct a vibrant popular culture. Its cor
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e is an analysis of the relationships between the community radios and the activities of emerging civil society organizations as part of a post-war movement reflecting a Gramscian discourse of civil society. Examples show how their collaboratively produced programs sought to increase popular participation especially among the formerly marginalized rural and urban poor, as well as to deepen understanding of human rights, promote practices of citizenship, and redefine “news” to fit their particular audiences. A viable civil society depends on the availability of public spaces. The dissertation investigates the issues underlying the battles to legalize the community radios and expand this virtual public space. Analyses of radio broadcasts of school graduation celebrations demonstrate the radios’ central role in activating the local public sphere, building on critiques of Habermas’ foundational concept (1989). Community radio is not a smaller version of commercial radio, promoting consumption which listeners arguably use to create a feeling of belonging (Garcia Canclini 2001). Instead, these radios are a form of popular culture: transformative expressive practices which reconnect people to their own agency and through which they construct a sense of collective identity (Rowe and Schelling 1991:7)." (Abstract)
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"Traditional indigenous education and its structures should be respected and supported. Our knowledge has not been written down by us – on the contrary: we dance it, we draw it, we narrate it, we sing it, we practise it. There is a need for a deeper understanding of what knowledge and learning are
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and the many paths that lead to them. This is in line with what was observed by the Delors Commission: Western formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of learning (UNESCO, 1997). I believe that indigenous peoples can contribute significantly both to our own education systems and to the renewal of education systems of other peoples. We need to: establish effective arrangements for the participation of indigenous parents and community members in decisions regarding the planning, delivery and evaluation of education services for their children, young people and other community members; increase the number of indigenous people employed as education administrators, teachers, coaches, curriculum advisers, teachers assistants, home-school liaison officers and other education workers, including community people engaged in teaching indigenous culture, history and contemporary society, and indigenous languages; provide education and training services to develop the skills of indigenous people to participate in educational decision-making; develop arrangements for the provisions of independent advice from indigenous communities regarding educational decisions at all levels; and to achieve the participation of indigenous children, young people and adults in education for a period similar to that for other students." (Preface, page 7-8)
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