Human Rights and Community-led Development

Ben Cislaghi is Lecturer in Social Norms at the London School of Hygiene and Tropical Medicine. He previously worked as a development professional.

• Index of Figures and TablesList of Abbreviations1. IntroductionOrigin of this book and research methodsThree useful things that are in this bookPart one. Some useful concepts to rethink development practicesPart two. The programme in actionPart three. Helpful developmentPart I: Some Useful Tools to Rethink Development Practices2. Rethinking development interventions: Potential and challenges of human rights educationIntroductionBringing international human rights into local contextsA nonformal problem-posing approach to human rights educationA human development framework for human rights educationCognitive and social constructions of the status quoGender roles and social changePower dynamics in social reproductionConclusion3. Modernisation at work: Senegal, Tostan and the FulɓeIntroductionSenegal: Gender, Decision Making and Human Rights Challenges The NGO Tostan: approach, curriculum and limitationsThe Fulɓe identity: values and characteristicsConclusion Part II: The Programme in Action4. Galle Toubaaco before the programmeIntroductionGalle ToubaacoGender roles and relations: invisible powerPolitical structure and decision-making: visible and hidden powerOther human-rights-inconsistent social practicesConclusion5. Human rights education in action: the programme unfoldsIntroductionThe Learning ContextThe Experiential LearningThe CurriculumResistance to and limitations of the Tostan classes in Galle ToubaacoConclusion6. The 'now-women' and other changes: a wider horizon of possibilities?IntroductionGalle ToubaacoGender roles and relations: invisible powerPolitical Structure and decision-making: visible and hidden powerOther Human-rights-inconsistent social practicesPossible pitfalls of the Tostan programme in Galle ToubaacoConclusion Part III: Helpful Development7. Dynamics of social change: a model for indirect development practitionersIntroductionThe pedagogical approach of the HRE programmeThe substantive content of the HRE programmeThe process of coinvestigation breaking norms of gender segregationExperiencing new clues to make sense of the worldDeveloping capacity to aspireExpanding freedoms and gaining new capabilitiesThe interactive process between two communities of practiceA people-centred indirect approach to human developmentConclusion8. ConclusionWhat changed in Galle Toubaaco: gender relations, power balance, and harmful practicesA theory of change for the CEP: three steps for social changeComparing the Tostan model: three case studiesFour Contributions to Theory and Practice of International DevelopmentFuture research trajectoriesReferences