Author(s)
Affolter, Friedrich WRichter, Katja
Afaq, Karimullah
Daudzai, Assadullah
Massood, M. Taofiq
Rahimi, Niamatullah
Sahebian, Ghotai
Editor(s)
Eade, DeborahPublication date
2009-05-01Subject
Approach and methodologyCountry
Afghanistan
Metadata
Show full item recordJournal
Development in PracticeDocument type
Journal articleLanguage
EnglishDescription
This article presents the results of a quantitative/qualitative enquiry into 'transformative learning' and 'mind-change' dynamics among rural community representatives participating in the Government of Afghanistan's National Solidarity Program [NSP]: a community-driven, nationwide initiative to rehabilitate the country's infrastructure. Drawing on frameworks for 'transformative learning' proposed by Mezirow (1990) and Freire (1993), and 'mind-change' proposed by Gardner (2004), it is argued that NSP catalysed transformative development learning through (1) its responsiveness to the expressed needs and interests of project participants; (2) engagement of community representatives as active development partners; (3) delegation of project-management responsibility throughout all stages; (4) provision of social space for reflection and critical analysis; (5) opportunities to achieve project outcomes that are meaningful, attractive, and profitable; and (6) programme features compatible with the social and cultural realities of rural Afghanistan.<p>This article is hosted by our co-publisher Taylor & Francis.</p>Pages
17ISSN
0961-4524EISSN
1364-9213ae974a485f413a2113503eed53cd6c53
10.1080/09614520902808027