Publication: Identity and Leadership in the Afro-Peruvian Communities of San Luis de Canete, Peru
Loading...
Published
2003-07
ISSN
Date
2012-08-13
Author(s)
Editor(s)
Abstract
The municipal development program was an innovative project whose aim, at first, was strengthening the leadership capacity of afro-descendants and later grew to include several community organizations. A small workshop on "Development with Identity" was the first facet of the project. As a result of this workshop, the community of San Luis de Canete and the municipality developed and implemented a number of actions. These included: building a cultural center with a photo exhibit of the community and its most prominent local leaders (cooks, singers, musicians, etc); developing campaigns to beautify the city; and, organizing fairs where all projects, initiatives and peoples could show the community what they did and what they could offer. This last project, the fair, involved all kinds of organizations and people; from food sellers and musical groups to theater groups; and even municipal police officers were present with a stand where local groups and the police discussed issues of citizenship among others. The project, and the initiatives that stemmed from it, helped the community rescue its multicultural roots, reaffirm its identity and empower them to demonstrate what the community as a whole was capable of.
Link to Data Set
Citation
“Stubbs, Josefina; Reyes, Hiska. 2003. Identity and Leadership in the Afro-Peruvian Communities of San Luis de Canete, Peru. en breve; No. 28. © World Bank. http://hdl.handle.net/10986/10381 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Community Development Toolkit : Volume 1. Main Report(Washington, DC, 2005-12)The Pioneering New Approaches in Support of Sustainable Development in the Extractive Sector project promotes mine development and operation and improves opportunities for the sustainable development of mining communities and regions during all phases of the mining cycle. In part, the project responds to recommendations in "Breaking New Ground," the report of the Mining, Minerals, and Sustainable Development (MMSD) project (2002), for new approaches to enable governments, industry, and communities to create country-specific frameworks, including community sustainable development plans, that would ultimately reduce conflict, promote cooperation, and enhance the contribution of mineral-related investment to sustainable development. The result is this Community Development Toolkit, which has two main parts: 1) 17 Tools intended for use throughout the project cycle and which cover the assessment, planning, management, and evaluation phases of community development as well as stakeholder relationships; and 2) the Background volume, which contains the background and context to the project as well as an examination of the mineral policies and mining laws necessary for mineral activity to contribute to sustainable development.Publication Indigenous Peoples Leadership Capacity Building Program For The Andean Countries(World Bank, Washington, DC, 2005-03)The Indigenous Peoples Leadership Capacity Building Program for the Andean Countries (Andean Program) is the result of an initiative of the Fund for the Development of Indigenous Peoples of Latin America and the Caribbean (Fondo Indígena), supported initially by the governments of Ecuador and Peru and later by the main national indigenous organizations of the Andean countries of Bolivia, Colombia, Ecuador, Peru and Venezuela. Responding to this interest, the World Bank started a participatory process to identify the demand and the most important themes which would be the basis for a capacity-building program. As a consequence, training modules on governance, development with identity, indigenous rights, and the use of technologies of information and communications (ICT) have been prepared and validated in a series of workshops held since 2003, with the participation of indigenous leaders.Publication Developing Social-Emotional Skills for the Labor Market : The PRACTICE Model(World Bank Group, Washington, DC, 2014-11)Although there is a general agreement in the literature of the importance of social-emotional skills for labor market success, there is little consensus on the specific skills that should be acquired or how and when to teach them. The psychology, economics, policy research, and program implementation literatures all touch on these issues, but they are not sufficiently integrated to provide policy direction. The objective of this paper is to provide a coherent framework and related policies and programs that bridge the psychology, economics, and education literature, specifically that related to skills employers value, non-cognitive skills that predict positive labor market outcomes, and skills targeted by psycho-educational prevention and intervention programs. The paper uses as its base a list of social-emotional skills that employers value, classifies these into eight subgroups (summarized by PRACTICE), then uses the psychology literature -- drawing from the concepts of psycho-social and neuro-biological readiness and age-appropriate contexts -- to map the age and context in which each skill subset is developed. The paper uses examples of successful interventions to illustrate the pedagogical process. The paper concludes that the social-emotional skills employers value can be effectively taught when aligned with the optimal stage for each skill development, middle childhood is the optimal stage for development of PRACTICE skills, and a broad international evidence base on effective program interventions at the right stage can guide policy makers to incorporate social-emotional learning into their school curriculum.Publication Behavioral Economics and Social Exclusion : Can Interventions Overcome Prejudice?(World Bank Group, Washington, DC, 2015-02)Behavioral economics recognizes that mental models -- intuitive sets of ideas about how things work -- can bias an individual's perceptions of himself and the world. By representing an ascriptive category of people as unworthy, a mental model can foster unjust social exclusion of, for example, a race, gender, caste, or class. Since the representation is a social construction, shouldn't society be able to control it? But how? This paper considers three interventions that have had some success in developing countries: (1) Group deliberation in Senegal challenged the traditional mental model of female genital cutting and contributed to the abandonment of the practice; (2) political reservations for women and low castes in India improved the way men perceived women, the way parents perceived their daughters, and the way women perceived themselves, but have not generally had positive effects on the low castes; and (3) reductions in the salience of identity closed performance gaps between dominant and stigmatized groups in experiments in India and China. Spoiled collective identities need to be changed or made less prominent in order to overcome social exclusion.Publication Democratic Republic of Congo - Strategic Framework for the Preparation of a Pygmy Development Program(World Bank, 2009-12-01)The study presents an analysis of the situation of the Pygmies in Democratic Republic of Congo (DRC), including their history and relations with the other, mainly Bantu, populations. It provides a brief description of their lifestyle, their socioeconomic status, and a participatory diagnosis of the key factors that lead to their current impoverishment and marginalization. The study discusses the rationale for protecting Pygmy culture and analyzes the results of the field survey and consultations. Based on this field work, diagnosis and inputs received in the two country workshops, the study presents a number of options and recommendations to address constraints faced by Pygmy communities. The recommendations are not intended as prescriptive, but as options to be discussed and agreed on in the process of preparing a Government Pygmy development program. It develops six priority focal points, or areas of intervention, around which a Pygmy development program could be articulated by the Government. The study concludes with suggestions on institutional arrangements for a long-term phased implementation of such a program.
Users also downloaded
Showing related downloaded files
Publication Lebanon Economic Monitor, Fall 2022(Washington, DC, 2022-11)The economy continues to contract, albeit at a somewhat slower pace. Public finances improved in 2021, but only because spending collapsed faster than revenue generation. Testament to the continued atrophy of Lebanon’s economy, the Lebanese Pound continues to depreciate sharply. The sharp deterioration in the currency continues to drive surging inflation, in triple digits since July 2020, impacting the poor and vulnerable the most. An unprecedented institutional vacuum will likely further delay any agreement on crisis resolution and much needed reforms; this includes prior actions as part of the April 2022 International Monetary Fund (IMF) staff-level agreement (SLA). Divergent views among key stakeholders on how to distribute the financial losses remains the main bottleneck for reaching an agreement on a comprehensive reform agenda. Lebanon needs to urgently adopt a domestic, equitable, and comprehensive solution that is predicated on: (i) addressing upfront the balance sheet impairments, (ii) restoring liquidity, and (iii) adhering to sound global practices of bail-in solutions based on a hierarchy of creditors (starting with banks’ shareholders) that protects small depositors.Publication World Development Report 2006(Washington, DC, 2005)This year’s Word Development Report (WDR), the twenty-eighth, looks at the role of equity in the development process. It defines equity in terms of two basic principles. The first is equal opportunities: that a person’s chances in life should be determined by his or her talents and efforts, rather than by pre-determined circumstances such as race, gender, social or family background. The second principle is the avoidance of extreme deprivation in outcomes, particularly in health, education and consumption levels. This principle thus includes the objective of poverty reduction. The report’s main message is that, in the long run, the pursuit of equity and the pursuit of economic prosperity are complementary. In addition to detailed chapters exploring these and related issues, the Report contains selected data from the World Development Indicators 2005‹an appendix of economic and social data for over 200 countries. This Report offers practical insights for policymakers, executives, scholars, and all those with an interest in economic development.Publication The Journey Ahead(Washington, DC: World Bank, 2024-10-31)The Journey Ahead: Supporting Successful Migration in Europe and Central Asia provides an in-depth analysis of international migration in Europe and Central Asia (ECA) and the implications for policy making. By identifying challenges and opportunities associated with migration in the region, it aims to inform a more nuanced, evidencebased debate on the costs and benefits of cross-border mobility. Using data-driven insights and new analysis, the report shows that migration has been an engine of prosperity and has helped address some of ECA’s demographic and socioeconomic disparities. Yet, migration’s full economic potential remains untapped. The report identifies multiple barriers keeping migration from achieving its full potential. Crucially, it argues that policies in both origin and destination countries can help maximize the development impacts of migration and effectively manage the economic, social, and political costs. Drawing from a wide range of literature, country experiences, and novel analysis, The Journey Ahead presents actionable policy options to enhance the benefits of migration for destination and origin countries and migrants themselves. Some measures can be taken unilaterally by countries, whereas others require close bilateral or regional coordination. The recommendations are tailored to different types of migration— forced displacement as well as high-skilled and low-skilled economic migration—and from the perspectives of both sending and receiving countries. This report serves as a comprehensive resource for governments, development partners, and other stakeholders throughout Europe and Central Asia, where the richness and diversity of migration experiences provide valuable insights for policy makers in other regions of the world.Publication Argentina Country Climate and Development Report(World Bank, Washington, DC, 2022-11)The Argentina Country Climate and Development Report (CCDR) explores opportunities and identifies trade-offs for aligning Argentina’s growth and poverty reduction policies with its commitments on, and its ability to withstand, climate change. It assesses how the country can: reduce its vulnerability to climate shocks through targeted public and private investments and adequation of social protection. The report also shows how Argentina can seize the benefits of a global decarbonization path to sustain a more robust economic growth through further development of Argentina’s potential for renewable energy, energy efficiency actions, the lithium value chain, as well as climate-smart agriculture (and land use) options. Given Argentina’s context, this CCDR focuses on win-win policies and investments, which have large co-benefits or can contribute to raising the country’s growth while helping to adapt the economy, also considering how human capital actions can accompany a just transition.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.