James F. Evans Collection, This article concentrates on 1890 land-grant colleges' and universities' contributions to rural development in 16 southern and border states. The author contends that lifting rural dwellers out of ignorance and poverty has been a major objective of 1890 institutions. During the early years the 1890s sent out change-agents to encourage rural dwellers to improve their standard of living through education and self-help programs. These agents went into rural communities and taught farm families to raise better crops and livestock; improve their homes, schools, and community life; and despite inadequate funding of teaching, research, and extension at these schools, the 1890 schools made significant contributions to rural development. Moreover, the writer contends that the 1890 schools are not outmoded, but essential to rural development and to the education of American citizens during the rest of the 1990s and into the 21st century. (original)
Axinn, George H. (author / Department of Resource Development, Michigan State University) and Department of Resource Development, Michigan State University
Format:
Journal article
Publication Date:
1988
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 72 Document Number: C03372
James F. Evans Collection; Axinn, This paper presents some of the basic trends, issues, and questions regarding the last four decades of international development cooperation in agriculture. The impact of technical cooperation tends to account for only a small proportion of change; the bulk of the variance being caused by internal, rather than external, forces and events. The paper reviews both multilateral and bilateral technical cooperation and then illustrates with the case of U.S. universities in international technical cooperation. It goes on to question the difference between "development" and "merely change", and asks who are the real beneficiaries: Finally, the paper suggests the following factors affecting continuity and change as forces to be analyzed with respect to any attempt at technical cooperation: biological, physical, cultural, social, economic, administrative, political, and diplomatic. The world experience of the past four decades confirms that without consideration of such a human ecology of continuity and change, well-meaning interventions in international technical cooperation are likely to have unintended consequences for both "donors" and recipients". (author)
