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This paper explores the relationship between gender and the origins and implementation of federal welfare aims in the U.S. territory of Puerto Rico. It is argued that women's groups played a significantly less direct role in the establishment of federal social insurance and social assistance programs in Puerto Rico than on the U.S. mainland. Early 20th century Puerto Rican feminist and other groups dedicated to the welfare of women and children were subsumed in political parties and their conflicts about the Depression-era quest for economic relief and later U.S.-supported economic developmentalism.

This chapter provides an assessment of how the late Portuguese colonial state (especially in Angola and Mozambique) responded to widespread conflict and anticolonial pressures. Focusing on its structures, idioms, and strategies of social transformation and control-especially as they relate to the domains of development and security-my assessment of state response emphasizes the coming together of: coercive repertoires of rule; planned developmental strategies of political, economic and social change; and processes of engineering sociocultural difference. The late colonial state’s developmental and repressive facets are critically assessed through mobilizing theoretical perspectives and empirical analysis.

This paper focuses on two inter‐related components of developing institutional research capacity in the social sciences: developing a research culture (of a specific nature), and developing researchers. I use the term “researcher” in the context of this paper to refer both to academics for whom research is, or is intended to be, a component of their work and of their contractual responsibilities, and to those employed in research only roles. First, however, I address the issue of the need for development, outlining the shortcomings of social science research and, by extension and implication, of the research leadership that I suggest is failing – at least in part – to achieve its purpose of developing institutional research capacity.

The literature on marriage formation neglects different pathways to marriage. This study focuses on arranged marriage, introduced marriage, and self-initiated marriage as three main marriage pathways in East Asia and examines how people’s marriage pathway choices are associated with education and change over time in mainland China, Japan, South Korea, and Taiwan. Using data from the East Asian Social Survey, this study finds that education is associated with fewer arranged marriages and more self-initiated marriages and that more recent marriage cohorts also witness a decline in arranged marriages and an increase in self-initiated marriages. However, how introduced marriage is associated with education and change over time varies in four East Asian societies. The findings support the “developmentalism-marriage” framework that developmental idealism leads to modern marital practices.

The Crisis of Development Studies There is little doubt that Development Studies are currently facing a crisis of relevance. This is true both at the practical level of policy as demonstrated by the crushing problems of Third World debt, structural adjustment, persistent poverty; and it is true at the plane of theory, both on the left and the right. One finds authors on the left of the ideological spectrum, such as Blomstrom and Hettne (1984) lamenting the state of gloom and cynicism in development studies. But, more surprizingly, one finds the same lament even among the more orthodox architects of postwar development, such as Hirschman who recently wrote confessionally about the “rise and decline of development economics” and who now recognizes the role of passions, as well as of interests, in economic development (Hirschman 1986).

The purpose of this paper is to demonstrate the congruence between Nigeria’s unremitting rule of law deficit, corruption pandemic and its crisis of developmentalism. The paper proves that market failures and state failures are mutually reinforcing and are functions of systemic official corruption in the private and public sectors of the Nigerian economy.

This study is library-based. It relies on secondary data generated by the variegated multilateral agencies, law reports of international and municipal tribunals, relevant books, journals, monographs policy papers and so forth as the basis of analysis.

Findings suggest that Nigeria’s corruption pandemic is a derivative of its unremitting rule of law deficit and that its crisis of developmentalism is a logical function of the pervasive normlessness, very wide latitude for discretion, arbitrariness, weak institutions and lack of centrality of law and its institutions, which characterise its body politik.

Systemic corruption in Nigeria affects the citizens’ perception of social justice and equity and undermines economic efficiency. It has also distorted the work reward causality, which has engendered a rentier social-economic order.

By first demonstrating the congruence between Nigeria’s rule of law deficit, corruption and economic and governance failure; the paper focusses on the total breakdown of norms in the Nigerian private and public sectors and resultant stultification of economic growth, sustainable human development and pervasive impoverishment of the citizenry.

In Weberian scholarship, conventional wisdom views the corruption of the modern rational-legal bureaucratic state by local patrimonialisms as an endemic feature in non-Western postcolonial state formation. The resultant neopatrimonial state is often blamed for the social, political, and economic ills plaguing these societies. This essay challenges conventional wisdom and argues that neopatrimonialism is a process of hybrid state formation that has its origins in the cultural politics of colonial state building. This is achieved by drawing on a comparative study of British Malaya and the American Philippines, which offers contrastive trajectories of colonialism and state formation in Southeast Asia.

Because of the precariousness of state power due to local resistance and class conflicts, colonial state building involved the deepening of patron–client relations for political control and of rational-legal bureaucracy for social development. In the process, local political relations were marked and displaced as traditional patrimonialisms distinguished from the new modern center. Through native elite collaborators and paternal-populist discourses, new patron–client relations were institutionalized to connect the colonial state to the native periphery. However, colonial officials with different political beliefs and ethnographic world views in the center competed over native policy and generated cyclical crises between patron-clientelist excess and bureaucratic entrepreneurship.

Instead of the prevailing view that postcolonial states are condemned to their colonial design, and that authoritarian rule favors economic development, my study shows that non-Western state formation is non-linear and follows a cyclical pattern between predation and developmentalism, the excesses of which could be moderated.

Classist perspectives embedded in our meritocratic society permeate early childhood education. Curricula, instructional practices, and classroom interactions have the potential to send messages to children about who and what is valued by society; frequently influenced by the characteristics and abilities of a middle-class child. In order to best serve the needs and abilities of children from any social class, early childhood educators should be well versed in social-class sensitive pedagogy, a pedagogy that helps teachers to be inclusive of social class diversity in their classrooms. This chapter argues that aspects of Montessori theory, such as the four planes of development and the prepared adult, complement social-class sensitive pedagogy in ways that all early childhood educators may apply to their own teaching.

The literature demonstrates how the environment for and value of research is changing. The purpose of this paper is to explore the narratives of 30 UK researchers and academics to consider how they learned about the nature and value of research through the researcher development process and within this broader context of change.

A biographical‐narrative approach is adopted, emphasising subjective experience and meaning and how this is shaped by wider social structures.

Respondents' stories highlight the continued informality of much of the development process and how a lack of systematic support can leave much to chance, potentially undermining future views of professional development. Data from respondents across generations also enable examination of some of the changes that have taken place over time in the higher education (HE) environment and the impact this has had on individuals' understanding of research. In particular, changes such as the introduction of the Research Assessment Exercise/Research Excellence Framework appear to have had a significant – and not entirely positive – shaping influence on how individuals perceive, and experience, research and its aims, leading to an emphasis on outputs over knowledge building.

A biographical‐narrative approach necessarily involves a smaller sample, nevertheless, shared themes were generated by this size of sample and inferences can be drawn.

Despite increased emphasis on research and publishing in the UK, these stories across generations suggest that training and development for researchers often remain very informal, with much left to chance. A more overt approach to researcher development, such as through a “scaffolded” learning process, in which an experienced colleague guides development activities, could help to avoid negative early experiences and increase the likelihood that individuals will develop their own sense of a “culture of developmentalism”.

Focusing on what individuals learn about the nature and value of research as they go through the development process adds to our understanding of researcher development and how this is situated within the wider HE context. Data from respondents across generations equally enable examination of some of the changes that have taken place over time, and how these re‐shape researcher development.

The purpose of this paper is to examine the relationship between project-based organizing and the initiatives labelled as “development” by critically engaging with some unchallenged assumptions inherent in the notion of both projects as a means through which social change can be achieved and the wider possibility of delivering social good as an objective of development.

From a phenomenologically informed critical participatory perspective the authors focus on contradictions within the practices of community development (CD) by attending to the interplay between the dominant project form of organizing that frames those practices and the rhetoric of “development”.

Drawing on two CD examples, the authors illustrate and discuss the contradictions and damaging consequences of the developmentalism-projectification double-act. The position is that social good is local and contextual and draws expediently and contingently on the means through which it can be achieved by the collective action of those who co-define and co-create the social good.

The authors propose that there is a need to open the dialogue with development practitioners, funders, project managers, project workers, and the recipients and stimulate multiple participation.

The authors believe the critical participatory approach that the authors have taken to CD project management could be both novel and useful as it refocuses attention to non-performative aspects of CD, arguing for de-naturalization of project organizing logic and encouraging emancipation from dominant epistemic inequalities. With an uncompromising focus on embedded practices, the authors hope to spur further debate on the important issue of CD and the possibilities of creating “social good”.