Apropriate Development

Here's a great post to read: http://www.designobserver.com/archives/027474.html by David Stairs called "Why Design Won't Save the World." He reviews the Design for the Other 90% exhibit at the Cooper-Hewitt National Design Museum and points out many ways in which the exhibit and some of the technology presented there are woefully ignorant of the developing world even though this is precisely the audience for which the technology is developed. He discusses some of the projects and how they are developed and designed without a full understanding of the culture and the ways of the people. He talks about how those removed from the culture can prescribe a solution, or believe they understand a problem or tradgedies, without being there and with only the knowledge of the problems from film, brief visits to the country, or other means that do not include being entirely immersed in the culture. He also talks about doing projects on a smaller scale instead of trying to save the whole world.

I recently volunteered with an organization by interviewing two students that want to do a study abroad program. As I was reading through the material on how to make my assessment as to whether or not they were worthy candidates for the program, I saw a mention of Peace Corps. The organization said that there are ten factors for successful intercultural adjustment, and I was to keep these in mind when interviewing. It also said that the Peace Corps used these or nearly identical characteristics. They are open-mindedness, sense of humor, ability to cope with failure, communicativeness, fexibility and adaptability, curiosity, positive and realistic expectations, tolerance for difference, positive regard for others, and a sense of self. At first I was puzzled by the sense of humor one, but then it became my favorite characteristic.

Check out this tool from google to look at life expectancy and income distribution throughout the world: http://tools.google.com/gapminder/

I have never really thought in depth about brain drain. I knew of it as the educated populace in a developing, or less-developed country, leaving to work or study in a developed country. Delving into it more deeply revealed a much larger problem that I had failed to see. Less-developed countries have often "imported" a developed country education system. Material taught to students is about developed countries' policies, theories, and beliefs and students are educated to memorize the theories developed by a world they do not live in. As I have read, they learn to solve problems that are not of their world or community but problems of the first world. They may be experts on hypertension and diabetes but not on water borne illnesses or maternal health care which is more necessary to their counry. They are driven by the opportunities to present to first world science or math associations, or to be published in developed world literature.

According to the 7th Edition of Economic Development by Michael P. Todaro, one of my college texts, dependence is "a corollary of dominance; a situation in which the LDCs have to rely on developed-country domestic and international economic policy to stimulate their own economic growth. Dependence can also mean that the LDCs adopt developed-country education systems, technology, economic and polictical systems, attitudes, consumption patterns, dress, etc."

I think many field workers struggle to ensure that we are not creating dependence when we implement projects. Although this definiition more directly pertains to economic dependency, and many governments struggle with these larger issues, it is just as important that we non-profits, aid workers, or even visitors to another country ensure that we are sharing and empowering and not creating a dependent relationship.