ABSTRACT
One of the major bodies of literature which exists in educational studies, and which has grown voluminously in the last fifty years, has been the literature on development. The literature has concerned itself with questions of economic modernisation and, occasionally, the question of values and the survival of cultures. The literature has centred on the development of the ‘Third World’, and for the most part has been constructed in the ‘First World’—in Paris, New York, San Francisco, London and so on (Anderson and Bowman 1966; Alavi and Shanin 1982).
