Professional Documents
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The Case of Development Communication Pe
The Case of Development Communication Pe
A.F. Mathew1
Abstract Resumen
The purpose of this paper is to provide an overview of El propósito de este trabajo es proporcionar una visión
development communication. To do so, the first section general de comunicación para el desarrollo. Para este fin,
focuses on the theoretical perspective and evolution of la primera sección se centra en la perspectiva teórica y
development communication. The second section deals evolución de la comunicación para el desarrollo. La se-
with selected examples from the Third World, and the fi- gunda sección trata de ejemplos seleccionados del Tercer
nal section is a summary. Mundo, y la sección final es un resumen.
Key words: Development communication, process, Palabras clave: comunicación para el desarrollo,
Third World, evolution. proceso, Tercer Mundo, evolución.
31 - 45
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benefits of development (ii) active participation linear and irreversible process which in turn im-
of people at the grassroots (iii) Independence of plied functional specialisation (Servaes, 1996, p.
local communities to tailor development projects 83). In this, development was to be stimulated
to their own objectives and (iv) integration of by external, endogenous factors and by internal
the old and new ideas, the traditional and mod- measures geared towards supporting modern
ern systems suited to the needs of a community sectors and modernising traditional sectors (Ser-
(Melkote, 1991, pp. 225-226). Paulo Freire’s views vaes, 1996, p. 83).
in the 60’s and 70’s also challenged critically com-
monly accepted notions of communication. He In the Dependency Paradigm, the whole devel-
condemned traditional literacy training as author- opment process was towards the philosophy of
itarian in which the teachers “deposit” the set of disassociation from the world market in goal
values of the rich in the poor, who can later “cash of self-reliance as the most important perceived
in” on those “deposits” for material goods given obstacle to development are external to the un-
to them as reward for passivity (Beltran, 1989). derdeveloped nation (Servaes, 1996). None of
Genuine communication, he said is free dialogue these ‘paradigms’ explained the dismal record
actively sharing and reconstructing experience, of economic and social development in the third
education is the creative discovery of the world, world. For instance, by 1980, after two UN “De-
not transmission of knowledge from the powerful velopment Decades”, the developing countries
to the powerless. Freire, in effect, proposed ‘con- had accumulated a foreign debt of nearly $440
scientisation’ as a democratic method for people billion, a figure that was only $68 billion in 1971
to gain collective awareness of natural and social (Beltrán, 1989, p. 12). Three fourths of the world
realities, a method that is based on non-directed population accounted for only 20 per cent of
discussion of individual and cultural problems the world’s gross product, and Asia, Africa
in small cultural circles, stimulated only by and Latin America, which were net exporters
‘generative words’ selected from the people’s of foodgrains before the second world war are
‘minimum thematic universe’ (Beltrán, 1989, p. regions constantly affected by major famines
16). This would, in turn show the exploited that today (Beltrán, 1989, p. 12). The entire dispar-
society is changeable (Beltrán, 1989). ity of resources between the first world and the
third world, gets extended to media too, imply-
The interrelation of Freire’s ideas to the pro- ing a failure of communication as a factor to en-
cess of development education is evident (Bel- courage development in the third world. Also,
tran, 1989: 16). For example, Freire regarded it is not just a question of external exploitation
the transplantation of the agricultural extension
or scarcity of resources but also that of unequal
program of the United States as opposite to true
distribution of resources within the third world
educational practice because it came with the as-
(Beltrán, 1989). All these viewpoints, realisa-
sumption that it came from the “seat of wisdom
tions and shifts in theory has resulted in the
to the seat of ignorance” (Beltrán, 1989, p. 16).
third approach/paradigm called the Multiplici-
ty Paradigm (Servaes, 1996, pp. 84-85). This par-
In summation, two paradigms on communica-
adigm spelled out the following (Servaes, 1996):
tion and development comes through in the evo-
lutionary process during the last five decades
- the Modernisation Paradigm and the Depen- l All nations are interdependent and conse-
dency Paradigm. The Modernisation Paradigm quently, internal as well as external factors
spelled out development as a spontaneous, uni- influence the development process.
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l The entire development process has to be stud- themes can be incorporated in them (Melkote,
ied in a global context wherein more attention 1991). On the whole, development communica-
should be paid to the content of develop- tion is and it should be geared towards the ba-
ment implying a more normative approach. sic needs of people and their participation.
l Each society must develop its own devel-
opment strategy for there is no universal A Theoretical Perspective
model for development.
In light of the historical crisis of development in
This new approach has emerged from the criticism terms of different paradigms mentioned above,
of the modernisation and dependency paradigms one could state that any theoretical construction
and it should be seen from the perspective of self- should re-examine the normative and histori-
development of the local community through its cal contents of the two concepts of communica-
participation. Contemporary development com- tion and development. The processes of social
munication places a great deal of emphasis on self communication and development are complex
help, and grass root participation. This has led to a processes that appear different from the per-
reexamination of the advantages of the traditional spectives of the top/bottom or centre/periphery,
media as vehicles for information, persuasion of of a social system (Tehranian, 1996, pp. 49-51).
the rural masses (Melkote, 1991). Folk media is The following table attempts to capture some of
part of the social milieu of the people, hence cred- these contradictory perspectives:
ible sources of information for the people. They
also generate grass root participation and a dia- Conflicts of interest and perception are thus at
logue between performances and the audience. the very centre of the development process and
They are also, flexible and hence, developmental they get reflected in terms of ideologies and com-
Table 1
Contradictory Perspectives on Communication and Development Goals
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Table 2
Contradictory Processes and Perspectives in Development
Interdependence Idealism
Culture influences Yes (Two way strong media
influence) influence
Materialism Autonomy
Social Structure No (Media is No casual
dependent) connection
In terms of media theory, most of which relates both societal and cultural phenomena (Rosen-
to both society and culture together. Obvious- gren, 1981, pp. 47-63).
ly, society and culture are inseparable. For the
present purpose, society refers to the material Rosengren identifies four main option available
base (economic, political resources and power) for describing mass media and society. If we con-
to relationships in various social collectives (na- sider mass media as an aspect of base, then it is
tion, community and family) (Mcquail, 1994). It the option of materialism where in the culture is
has to be noted that the history of modern soci- dependent on the economic and power structure
ety has usually been written in terms of a ma- of a society. What is then assumed is that whoever
terially driven process, with society as a ‘base’ owns or controls the media chooses and sets the
and culture as superstructure’. Culture, herein, limit to what they do and can do. It is in the light
refers to other essential aspects of collective so- of the media content that the option of idealism
cial life, especially to meanings and practices is presented. It is opposite to the earlier option
(Mcquail, 1994). Mass communication can be wherein, here, it is believed that it is the media
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content, ideas and values conveyed by the media owned by a small number of powerful people
that seen as a cause of social change, irrespective which disseminate a limited view of the ruling
of who owns and controls. Interdependence im- classes. The masses are given a limited view,
plies that mass media and society are continually with no critical feedback which results into an at-
interaction and influencing each other, in which, tempt to legitimize the existing power structure.
the media responds on a continuous basis to the The pluralist model is exactly the opposite where
demands of society, also innovates to a changing it is held that there is no unified and dominant
socio-cultural climate which in turn sets off new elite and change and control are both possible. In
demands. The autonomy option does not go with this model, the masses can differentiate, initiate
this view in the sense that it is likely that society demand and can react to what the media offers
and mass media can vary independently upto a (Mcquail, 1994). This does not close, the option
point. This goes with the view of critics who are of a “mixed approach” where mass domination
skeptical about the power of the media to influ- are within limits and counter forces are resisted
ence ideas, values or behaviors (Rosengern, 1981, by the audience/masses (Mcquail, 1994).
pp. 247-63). Going further would be to seek a
frame of reference for connecting media and soci- The dominant media model reflects the mass so-
ety (Mcquail, 1994, pp. 7-8) as below: ciety view (Mcquail, 1994: 74). Mass society re-
fers to the relationship between individuals and
The above representation points out to the fact social order around them where in individuals
that media institutions are not independent in re- are presumed to be in a situation of ‘psychologi-
lation to the rest of society, they too being subject cal isolation’ from others, impersonality in their
to rules, influences etc. All elements in the figure interactions with others and are relatively free
are dependent on each other. People/masses ac- from the demands of binding informal social ob-
quire information and meaning of “reality” via ligations, view carried by some sociologists well
direct observation and experience, from institu- into the 20th century (DeFleur, Rokeach, 1989,
tions directly, from institutions via the media pp. 148-160). Putting these ideas onto the media,
and from the media autonomously and the influ- it would mean, an atomized public, centralized
ence of larger events and of economic and politi- media, one way transmission, media being used
cal forces comes partly channeled from the mass for control and/or manipulation and people us-
media (Mcquail, 1994, p. 9) However, what is am- ing media for identity (Mcquail, 1994, p. 75).
biguous in the representation is whether media
institutions would be able to assert itself minus As for the Marxist perspective, power is central
controls specified when any such situation arises to its interpretations of the media, that they are
(Mcquail, 1994). However, one must also recog- an instrument to propagate the interests of the
nize that the media operates in a society where ruling class. There is a direct link between own-
the power structure is distributed unevenly be- ership and dissemination of messages, in the
tween the classes. It is related to the prevailing sense that content of media is also organized to-
structure of political and economic power. wards further propagation of the interests of the
capitalist class (Herman and Chomsky, 1988).
In this context, two models of media power one In essence, Marxist view of the media could be
of dominant media and the other of pluralist summed up by saying that media is owned by
media can be mentioned, figure as shown below the bourgeois, thus operating their class inter-
(Mcquail, 1994). The dominant media model sees ests thus working towards false consciousness.
media as a subservient part of other institution Media access is denied to the ideologically po-
which themselves are interrelated. The media is litical opposition (Mcquail 1994, p. 77).
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DOMINANCE PLURALISM
Content and world view Selective and uniform Diverse, competing views,
respective to audience demands
The neo-Marxists go further to other ideas rath- “historically” caused by the prestige and confi-
er than focus only on material structures. The dence the dominant group enjoy because of its
view is that media reproduces exploitative rela- position and function in the world of production.
tionships and manipulation. It is an “ideologi-
cal state apparatus” which enables the capitalist The functionalist theory of media says that
state to survive, this without the help of other more an audience is reliant on the mass media
institutions like the army or police (Althusser, for information and more a society is in a state
1971). This is closely related to the concept of he- of crisis then more the power the media is likely
gemony where there is an internally consistent to have. This functionalist approach has been
culture and ideology favorable to the dominant criticised for its inadequacy in dealing with is-
elite/class (in Hoare and Smith, 1996). Gramsci sues of power and conflict but one can see how
states that the relationship between the intellec- the media are functional in the exercise of pow-
tuals and the world of production is not as direct er (Mcquail, 1994), (Functionalism claims to ex-
as it is with fundamental social groups, but is in plain social practices and institutions in terms
varying degrees mediated by the whole fabric of of needs of the society and individual). As per
society, and by the complex of superstructures, of this view, media is considered essential to soci-
which intellectuals are, precisely the “functionar-
ety for integration, co-operation, order, control,
ies” (in Hoare and Smith, 1996, p. 12). There are
stability, mobilization, continuity of values and
two major super structural “levels”, one that can
culture (Mcquail, 1994: 81).
be called civil society (group of organisms called
“private”) and that of “political society” or the
“state”. Both these levels correspond to hegemo-
Select Examples of Development
ny which the elite/dominant exercises in society. Communication from the Developing
The “intellectuals” are the dominant groups ex- Countries
ercising the function of hegemony and political
government (in Hoare and Smith, 1996). Further From the very beginning, mass media for devel-
more, Gramsci explains that the “spontaneous” opment communication was seen as a substi-
consent given by the mass to the direction im- tute for unavailable teachers, field agents or as a
posed on social life by the dominant group is complement to inadequately trained personnel
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(Hornik, 1989). In the early years, radio or tele- tiative evolved to become the Accion Cathedral
vision was an enrichment to existing classroom Popular (ACPO) which is one of the most influ-
instruction, for example, weekly broadcast ential multimedia institutions of non-formal dis-
might include a dramatic presentation of some tance education for rural development, whose
event in the nation’s history to enrich the so- strategy was group discussion and listening of
cial sciences’ curriculum. This approach, how- special programs assisted by a local trainee and
ever, was contributory in the developed nation print materials (Beltrán,1993). These initiatives
but would it fit into third world schools which led to many more in Latin America. Some are
are plagued with lack of resources, facilities briefly noted below (Beltrán, 1993, pp. 16-18):
and high drop out rates? (Hornik, 1989, p. 18). l In Uruguay Mario Kaplun designed and
But there have been examples of constructive tested a new strategy: rural cassette fo-
and supportive use of mass media in the third rums which was a low cost procedure for
world. Some select examples are cited below. dialogue of at distance among members of
peasant co-operatives.
Two of the most significant and long lasting
experience with development communication l In Ecuador, a Catholic Priest led the small,
started in 1948 in Columbia and Bolivia. Inciden- isolated Indian community to participate in
tally, in Latin America the communication media broadcasting by recording news messages
are characterized by opulence rather than misery and brief programs in their own villages and
(Roncagliolo, 1993, p. 33). In the sense that, on an then sending them to a central station.
average, one out of every three people in Latin l In Bolivia, peasants rented the early morn-
America owns a radio and one out of every seven ings (hours) of commercial broadcast stations
people owns a television set, broadcast time or in La Paz and in Aymara, they undertook an
four times the viewing time of Latin countries in unusual and pioneering exercise in demo-
Europe (Spain, France Italy, Portugal, and Ru- cratic communication when they provided
mania) and also there is excess of television sta- through radio the equivalent to the postal,
tions. Bolivia, for instance, has one of the highest telegraph and telephone services not avail-
television channels per-viewer rates, more than able in the countryside.
one television channel for every 10,000 view-
ers (Roncagliolo, 1993, p. 33). It has to be noted, In Peru, Michacl Azcueta and others built a
here, that in a consumer society, all the above whole system of remarkable grassroots com-
figures are only remotely related to socio eco- munications in a huge Lima slum populated by
nomic level of development (Roncagliolo, 1993). migrant native peasants.
Coming back to actual media projects in devel- The Popular Culture Action
opment in 1948, in Colombia, a parish priest, of Honduras (ACPH)
Joaquin Salcedo established one of the most sig-
nificant communication for development project This was inspired by the earlier mentioned Co-
(Beltrán, 1993). The priest established a rudi- lombian experiment. It was White (1976) (cited In
mentary broadcasting station for peasants in an Jamison and McanaUy, 1978: 79-84) who under-
Andean village. This Radio Sutatenza had the took an evaluation of ACPH, which was a long
purpose of expanding Catholic indoctrination term evaluation. White states that in Honduras,
and helping reduce illiteracy (Beltrán, 1993). the large landholder as the key powerholder and
Gradually, it picked up and this individual ini- link with the urban elite, as is the case generally
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ship of about 75% and that most of the success net there is a vast discrepancy. The United States
achieved was because traditional sources of in- has the largest with 17,902, UK having 1,395,
formation was the primary source for many is- Russia, 229, Japan 1,379, Chile 47, Kuwait 5 and
sues (Laflin, 1993, p. 107). Hence, the programme China three networks linked to the net (Strasser,
could be deemed as successful as long as the dem- 1994, p. 23). In terms of users, there were, as per
ocratic system/spirit prevailed but as is the case in internet society estimates, only 0.002 users per
many third world nations, Liberia too fell into the 1000 inhabitants in India compared to 48.9 in
abyss of civil war further crippling the emanci- Sweden (cited in Golding, 1996).
pation process through development.
However the emphatic vision that is the “infor-
In retrospect, the ACPH and LRCN development mation Highway” has grown phenomenally with
communication projects were within the frame- the World Wide Web. This refers to an enormous-
work of the concept of Development Support ly expanded system of interactive communica-
Communication (mentioned earlier). In the sense tion based on the convergence of the personal
that, it went with the view that planned and or- computer, the telephone and the television, with-
ganised communication held the key to develop- in a single network (Dawson and Foster, 1996,
ment projects. The Cuban experience could come p. 41). The expectation of business and govern-
under the purview of Alternative Communica- ment planners is that eventually most personal
tion for the experiment was designed with the computers will be connected into an interactive
idea of people’s mobilisation and towards en- network that transcends the present internet.
hancing the masses’ access and participation in The general technological character of the new
the communication process. system is not in doubt, nor is there any doubt
about the potential of the new technology to
An ‘End Note’ revolutionize human communication; but be-
ing aware of the existing vast gap between the
When one sees the present world status in terms haves and have nots, it is debatable as to what
of the social, political or economic, one does one purpose the system will serve or who will ben-
wonder the ‘future’ of Development Communi- efit (Dawson and Foster, 1996). “Indeed, history
cation. About one billion people are living in ut- has shown that every technological revolution
ter poverty and some 70 percent of world income in communications-no matter what its potential
produced, is being consumed by 15 percent of for democratization has been-has lent itself to
the world’s population (Golding, 1996, p. 82). In the growth of new monopolizes of information
mass communications too, the figures are alarm- when inscribed within existing system of social
ing. For example, book production is dominat- and economic power. Whether this will happen
ed by Europe and the United States, half of the once again will not be determined by the nature
production of newspapers remains in the west.
Africa has just one percent of the world’s news-
Another pertinent question that needs
paper circulation, Africa has just 3.7 percent of
to be asked is that is it feasible for
the radios and 1.3 percent of television sets with
12.1 percent of the population whereas Europe countries possessing a billion peasants
and the US together with 20.1% of the popula- to invest vast sums on the technologies
tion has two thirds of the total of the world’s like the Information Highway when
television and radio (Golding, 1996, pp. 82-83.) even basic indicators in health,
The Internet also provides a similar picture. In education, etc., have not been achieved.
terms of number of networks linked to the inter-
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of the technology itself but by the degree of de- it is imperative that media be taken to the de-
termination and organisation of popular forces” prived areas where the oppressed could not only
(Dawson and Foster 1996, p. 42). have access but also participate in the develop-
mental process. The evaluation of these develop-
Another pertinent question that needs to be mental projects reveals that media inputs did help
asked is that is it feasible for countries possess- in a major way to spread awareness, literacy and
ing a billion peasants to invest vast sums on knowledge. A vertical trajectory that descends
the technologies like the Information Highway from the city to the village or from the rich to the
when even basic indicators in health, education, poor would not work while employing the me-
etc., have not been achieved. Other related is- dia for developmental purposes. There should be
sues concerning the third world also remain; constant feedback and grassroots participation.
that of corrupt regimes, the persistent consoli- Hence, it follows that while project planning takes
dation of exploitative ruling elites, protection place, the local cultural milieu should only be
of special interests, military spending, bureau- kept in mind. Only the local language, customs,
cratic ineptitude etc. (Kennedy, 1993, p. 61). Un- culture should be adopted otherwise acceptabil-
til profound changes occur, it is hard to foresee ity to that developmental media project will not
when Ethiopian based companies flush with be there. Development communication theory/
funds and talent begin to move into Japan or the models should, hence, be rooted within the lo-
US, to take their historic turn at the centre of the cal cultural milieu rather than as western models
global economic stage (Kennedy, 1993, p. 61). that needs to be applied to third world settings.
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