Some years ago, when first encouraged to teach an undergraduate course in the sociology of developing societies to an almost exclusively British student body, my first reaction was ‘Whatever for?’ And therefore, before accepting the assignment I set out to find some good reasons for teaching such a course. Consulting the Guide to Opportunities for Development Studies in British Higher Education proved a not very helpful exercise. This pamphlet, issued by the Overseas Development Institute, claims that ‘young people in Britain today are becoming increasingly aware of the plight of the world’s developing countries, but are often frustrated in turning their concern into practical action… one solution, therefore, is to acquire the skills needed in poor countries ’.1
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Notes and References
- N. A. Simms, Opting for Development, Guide to Development Studies in British Higher Education (London: Overseas Development Institute, 1968), quotation from back cover.Google Scholar
- L. B. Pearson, Partners in Development (London: Pall Mall, 1970). The committee reckons, for instance, that in the fiscal year of 1969 Brazil’s share of total technical assistance under the U.S. aid programmes was 137 per cent of the United States’ share (p. 182).Google Scholar
- André Gunder Frank, The Sociology of Development and the Underdevelopment of Sociology (London: Pluto Press, 1970).Google Scholar