About the Book This book covers a spectrum of topics related to culture and development that Dr Kapila Vatsyayan presented on different occasions and platforms. “Culture” has a wide meaning and varied interpretations. The term “development” is equally loaded and complex. Both the terms mean different to different persons. Development sans cultural values and ethos makes no sense. Therefore, interlinking of developmental programmes with cultural and educational programmes is imperative. The volume thus discusses topics such as underlying concepts of the Indian cultural heritages; cultural configuration; profiling of cultural development; cultural tourism, its scope and impacts; new educational policy and the need to incorporate cultural goals in it; cultural osmosis between India and Indonesia; cultural patterns of India; what is culture from the Indian perspective; challenges in institutionalizing culture; cultural relations between India and Indo-China countries; and the contribution of Scheduled Castes and Scheduled Tribes for providing a unique identity to Indian culture. It also deals with Mahatma Gandhi’s blueprint on development and the report of World Commission on Culture and Development; Lenin’s role in making culture available to the Soviet masses and speaks about an ecology of human resources; and contributions of the Orientalists and the present status of Oriental institutes, among some other topics. About the Author Kapila Vatsyayan, Chairperson, IIC-International Research Division, India International Centre, New Delhi, and a former Member of Parliament (Rajya Sabha), is a well-known and leading scholar of interrelatedness of the arts. She was the founder-director of the Indira Gandhi National Centre for the Arts in Delhi, and has been Secretary, Government of India in the Department of Arts and Culture, where she was involved in framing policies with regard to many institutions of higher education and culture in India. She has also been the President, India International Centre; and Member, UNESCO Executive Board. She is the author of over thirty books, including Classical Indian Dance in Literature and the Arts (1968), The Square and the Circle of Indian Arts (1983), and a series of monographs on the Gita Govinda. She has conceived and organized conferences and exhibitions covering a range of concerns in Indian art, education and culture, and is the editor and general editor of several publications. In 2011, she was honoured with the “Padma Vibhushan” by the Government of India.

Culture in development thinking : geographies, actors and paradigms / Sarah A. Radcliffe -- Culture, development and global neo-liberalism / Michael Watts -- Culture and conservation in post-conflict Africa : changing attitudes and approaches / Elizabeth Watson -- Indigenous groups, culturally appropriate development and the socio-spatial fix of Andean development / Sarah A. Radcliffe and Nina Laurie -- Laboring in the transnational culture mines : the work of Bolivian music in Japan / Michelle Bigenho -- Social capital and migration beyond ethnic economies / Jan Nederveen Pieterse -- Social capital as culture : promoting co-operative action in Ghana / Gina Porter and Fergus Lyon -- On the spatial limits of culture in high tech regional economic development / Al James -- Mobilizing culture for social justice and development : South Africa's Amazwi Abesifazane memory cloths program / Cheryl McEwan -- Conclusions: The future of culture & development / Sarah A. Radcliffe.

This book focuses on innovations in culture having the potential to drive overall development. It analyses public policies and offers inspiring examples of innovations in culture which solve various societal problems as well as recommendations for public policies. The “culturinno effect” (culture + innovations), thus presents evidence of the inherent power culture has in fostering development. The volume leads us through the role of culture in different concepts of development, providing the theoretical and historical context of development and theory of change. Analysis of theoretical cultural policy models is followed by practical examples of innovations in culture, culminating in a text that is a must have for innovative decision makers ready to respond to the challenges of today as well as students, artists and cultural workers who are prepared to offer a new view on arts/culture.

This edited collection outlines the accomplishments, shortcomings, and future policy prospects of the 2005 UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions, arguing that the Convention is not broad enough to confront the challenges concerning human rights, sustainability, and cultural diversity as a whole.

This important book places culture back at the centre of debates in development studies. It introduces new ways of conceptualizing culture in relation to development by linking development studies to cultural studies, studies of social movements, religion and the notion of 'social suffering'. The author expertly argues that in the current world crises it is necessary to recover a more holistic vision of development that creates a vocabulary linking more technical (and predominantly economic) aspects of development with more humanistic and ecological goals. Any conception of post-capitalist society, he argues, requires cultural, as well as economic and political, dimensions.

The Oxford Handbook of Human Development and Culture provides a comprehensive synopsis of theory and research on human development, with every chapter drawing together findings from cultures around the world. This includes a focus on cultural diversity within nations, cultural change, and globalization. Expertly edited by Lene Arnett Jensen, the Handbook covers the entire lifespan from the prenatal period to old age. It delves deeply into topics such as the development of emotion, language, cognition, morality, creativity, and religion, as well as developmental contexts such as family, friends, civic institutions, school, media, and work. Written by an international group of eminent and cutting-edge experts, chapters showcase the burgeoning interdisciplinary approach to scholarship that bridges universal and cultural perspectives on human development. This "cultural-developmental approach" is a multifaceted, flexible, and dynamic way to conceptualize theory and research that is in step with the cultural and global realities of human development in the 21st century.

There is increasing recognition of the important role culture plays in the framing and delivery of education and development in the South. Whether this is in the reciprocal and synergistic relationship between theory and practice or the links between research and policy, it is clear that at the heart of successful educational development is a recognition of the importance of culture. This book critically reviews the relationships of culture, education and development both from a theoretical and methodological perspective and also from the perspective of the teacher, researcher and policy maker on the ground. The importance of context is stressed throughout with a series of case studies of educational developments drawn from a range of national settings. Issues such as education and poverty elimination, local and global knowledge transfers, and the role and discourse of development assistance to education are examined from the perspective of culture and context. Of particular value to the education researcher and policy maker, whether working in the North or South, this book provides a timely reminder of the importance of culture in the development of education.

This major new textbook by Jaan Valsiner focuses on the interface between cultural psychology and developmental psychology. Intended for students from undergraduate level upwards, the book provides a wide-ranging overview of the cultural perspective on human development, with illustrations from pre-natal development to adulthood. A key feature is the broad coverage of theoretical and methodological issues which have relevance to this truly interdisciplinary field of enquiry encompassing developmental psychology, cultural anthropology and comparative sociology. The text is organized into five coherent parts: Part 1: Developmental theory and methodology; Part 2: Analysis of environments for human development Part 3:

Under the vast umbrella of Plant Sciences resides a plethora of highly specialized fields. Botanists, agronomists, horticulturists, geneticists, and physiologists each employ a different approach to the study of plants and each for a different end goal. Yet all will find themselves in the laboratory engaging in what can broadly be termed biotechnol