the sense that circumstances dictate what is perceived
blinders to document and interpret developmental
as a problem. There are of course universal problems,
phenomena within another cultural context
the solutions to which might entail strategies and tools
validly, key theoretical frameworks within so-called
that defy variations in geographic or cultural context.
mainstream developmental fields have emerged out of
However, many of the problems of human development,
anthropological and developmental research conducted
whether at the societal or individual level, are defined
in Africa (see works by Super and Harkness, 1986; LeVine
by local contexts and conditions. This is the sense in
et al., 1994; Weisner, 2002).
which it is problematic to take knowledge and practices created in one setting – which are often in response to
That said, we know much less about the eco-cultural
the circumstances and resources of that setting – and
conditions and dynamics of early human development
apply them with minimal adaptation in another context
in the Majority World. Indeed, with much of the
with potentially different understandings, needs or
foundational developmental research in the Euro-
resources. While a great deal of what is known and
American context grounded in the socio-cultural
practised in any setting can have relevance elsewhere,
norms of dominant classes, it is fair to question the
the most meaningful and consequential solutions to
applicability of that research to other sub-populations
the problems of human development are informed by
even within that geographic context. It is a stretch
close understandings of context. The Institute’s location
therefore to expect the body of knowledge emerging from
confers on it the imperative to be a catalyst for the
that research to be inherently applicable in other eco-
attainment of a high quality of life and well-being in the
cultural contexts globally.
day-to-day contexts of the Majority World. What does this perspective say to the large numbers of As the late President Julius Nyerere of Tanzania said in
well-meaning development-aid professionals dedicating
1966: ‘We in poor societies can only justify expenditure
themselves to the improvement of life outcomes
on a university – of any type – if it promotes real
for children around the world? It is neither a call to
development of our people.’ To Nyerere, a university
reinvent the wheel nor a charge to wait till we have
‘must put the emphasis of its work on subjects of
the ‘right’ kinds of evidence or programme models to
immediate moment to the nation in which it exists’
guide necessary interventions. It is simply a call for
(Coleman and Court, 1993, p. 296). Part of ihd’s
the courage to admit to the limits of our knowledge
unique role, as it seeks to address developmental
and to interrogate our conceptions of the essential
issues of relevance to the Majority World, is adding
goodness of practices emanating from our own cultural
value to existing knowledge on human development,
backgrounds and experiences. If that courage positions
not supplanting it. In so doing, it contributes to the
us to consider appropriateness and relevance whenever
advancement of a truly global science of human
we find ourselves implementing programmes and ideas
development informed by multiple conceptions,
demonstrated to be impactful in other parts of the
knowledge traditions and valued outcomes.
world, we will have proved ourselves to be sensitive to contextual differences in the arenas of developmental
Does early childhood in Africa differ significantly from those that have
practice.
been researched in North America and Western Europe? Let me begin with an important caveat: aspects
Are there examples where you see Western-led agendas on early
of what we consider today as a Western science of
childhood failing to meet the needs of children in an African context?
human development have been shaped by research
Decades past the official end to the era of colonisation,
conducted on children, families and communities on
schooling in the African context continues to be overly
the African continent. Setting aside the question of
preoccupied with abstract, didactic learning and the
how well researchers can take off their own cultural
ostensible preparation of children for future possibilities
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