Kerstin Humberg Livres

Focusing on the impact of non-governmental boarding education, this book examines its effects on tribal women and communities in Madhya Pradesh, India. It highlights that while female education is a vital political goal, its success is influenced by cultural contexts and the quality of education provided. The study reveals that well-structured girls' boarding programs can promote social and economic development while respecting tribal identities. This work serves as a valuable resource for decision-makers in development cooperation addressing girls' education in tribal regions.

Since Nobel Peace Laureate Muhammad Yunus first began launching joint ventures with multinational corporations such as Group Danone (2006) and Veolia Water (2008) in Bangladesh, his social business concept has received international attention. What is a social business and how can it contribute to poverty reduction? Using the example of Bangladesh, this book systematically explores Yunus’ theoretical propositions in relation to relevant development policy contexts. Two case studies then investigate Grameen Danone’s and Grameen Veolia’s challenges in their business operations, mitigation strategies, and livelihood outcomes for the poor. While Grameen Danone Foods Ltd. aims to fight child malnutrition by selling fortified yoghurt, Grameen Veolia Water Ltd. provides rural communities with treated river water in arsenic-affected areas. As this is the first comprehensive empirical study of Yunus’ pioneering experiments in his home country, this book provides exciting first-hand insights for academics, development practitioners, and social entrepreneurs alike.

Improving female education has become a major political goal in most developing countries, reflecting broad recognition that investment in girls' education can gear up social change and foster human development. However, female education is no panacea. To what extent educational benefits actually occur, largely depends on the cultural setting, gender relations and not least the type and quality of education. There is no doubt that formal school education can entail the perpetuation of societal structures or the alienation of indigenous children from their culture. Using a qualitative, human geography approach, this book analyses the impact of non-governmental boarding education on tribal women and their village communities in the Raisen District of Madhya Pradesh, India. The empirical study illustrates that tribal boarding houses can provide much more than mere access to schools. If well designed, girls' boarding education can trigger social and economic development without alienating students from their tribal background. This book is relevant reading for all decision-makers in development cooperation confronted with the challenge of girls' education in tribal areas.