Using Sociospatial Theory to Analyze Sustainable Development in the Developing World

• In Event: Spatial and Geographic Analysis in Environmental Education Research

Abstract

Objectives

This poster examines the changing ways in which development is conceived to illuminate how economic development differs from sustainable development and environmental sustainability. I examine the dominant ways in which development has been conceived since World War II and the implications for sustainable development and education. Until recently, development has been conceived primarily in terms of individual states and economic growth. However, the economic and environmental crisis brought on by neoliberalism’s misplaced faith in markets raises the question of how to rethink the role of government, and the relationship between people, institutions, and their environment. I merge economic and spatial theory with ethnographic analysis to examine past and current efforts at development, including the Earth Institute’s Millennium Development project in sub-Saharan African.

Theoretical Framework

How we understand sustainable development in the developing world depends in part on how we theorize sociospatial relations. Jessop, Brenner, and Jones (2008) suggest that we need to undertake an approach “that can grasp the inherently polymorphic, multidimensional character of sociospatial relations.” In particular, they “argue for a more systematic recognition of polymorphy - the organization of sociospatial relations in multiple forms - within sociospatial theory.” They “suggest that territories (T), places (P), scales (S), and networks (N) must be viewed as mutually constitutive and relationally intertwined” (p. 389). I apply this theoretical and analytic lens, the TPSN framework (p. 392), to developing countries to critique past and current theories of development and suggest alternative approaches that incorporate the current economic and environmental crises.

Modes of Inquiry

By merging economic theory with spatial analysis, I examine the current dominant development model guided by neoliberalism and emerging models, including the Millennium Development Project headed by Jeffrey Sachs (2008), the director of Columbia University’s Earth Institute. Both approaches are examined through the lens of territories, places, scales, and networks so that communities and countries can be understood within their hierarchical and horizontal relations. Furthermore, Sheppard, Porter, Faust, and Nagar (2009) provide a model for examining development in Africa within the context of the history of colonialization, and challenges regarding education and health, and sustainable energy, water, and food. I broadly analyze demographic data to explain TPSN relationships and ethnographic data to describe an alternative educational model in Uganda.

Results

This poster shows how past efforts at theorizing development have ignored environmental constraints. I also show how other approaches to environmentally sustainable develop might replace current models, including efforts of the Earth Institute at Columbia University to promote sustainable development through the Millennium Villages Project in ten sub-Saharan countries (Sachs, 2008). Using the TPSN framework, I show the ways in which the places that make up The Millennium Villages project are situated within particular histories, scales (nation, region, and global governance), and networks (transnational corporations, communication, culture, and education).

Significance

This research promotes us to rethink development to include how to improve living standards without undermining the environment within which people live. It also encourages us to rethink the connection between the state, the economy, the environment, and education.

Author

• David W. Hursh, University of Rochester