Poverty reduction through entrepreneurship

Microcredit, learning and ambivalence amongst women in urban Tanzania

Rachel Sigalla, Stephen Carney

    Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

    Resumé

    Microcredit strategies combine the logic of business, progressive approaches to learning from experience and the key aim to reduce poverty, especially amongst women. The focus in such interventions on the independent, entrepreneurial citizen suggests not only new ways to generate economic growth and sustainable development, but an important recalibration of the repressive social relations thought to be at the root of women’s persistent ‘under-development’. This article explores women’s experiences of their roles as entrepreneurs, and reflects on how the learning processes and outcomes associated with microcredit schemes ‘shape the self’, often in quite unpredictable ways. The article is based on an ethnographic study of disadvantaged women in Dar es Salaam, and follows them as they participate in NGO-based training schemes, ‘practise’ entrepreneurship in a range of income-generating settings, and negotiate the consequences of the new subjectivities on which the independent, entrepreneurial citizen is based. Like many microcredit programmes, the majority of women in the study were full time housewives before joining the scheme. Others had left their jobs following retrenchment, prejudice or gender discrimination. In all cases, they started their own businesses with little or no business experience or education. Whilst some appear to have embraced the new opportunities, others have struggled. In all cases, microcredit and the associated learning processes produced contradictory and ambivalent feelings of success and failure, hope and disappointment, progress and exclusion. The article explores these ambivalences in order to critique development initiatives that are based on universal notions of autonomy and self-determination in contexts shaped by dependence and structural inequality.
    OriginalsprogEngelsk
    TidsskriftInternational Journal of Educational Development
    Vol/bind32
    Sider (fra-til)546-554
    ISSN0738-0593
    DOI
    StatusUdgivet - jul. 2012

    Citer dette

    @article{f384d78001fc11df9853000ea68e967b,
    title = "Poverty reduction through entrepreneurship: Microcredit, learning and ambivalence amongst women in urban Tanzania",
    abstract = "Microcredit strategies combine the logic of business, progressive approaches to learning from experience and the key aim to reduce poverty, especially amongst women. The focus in such interventions on the independent, entrepreneurial citizen suggests not only new ways to generate economic growth and sustainable development, but an important recalibration of the repressive social relations thought to be at the root of women’s persistent ‘under-development’. This article explores women’s experiences of their roles as entrepreneurs, and reflects on how the learning processes and outcomes associated with microcredit schemes ‘shape the self’, often in quite unpredictable ways. The article is based on an ethnographic study of disadvantaged women in Dar es Salaam, and follows them as they participate in NGO-based training schemes, ‘practise’ entrepreneurship in a range of income-generating settings, and negotiate the consequences of the new subjectivities on which the independent, entrepreneurial citizen is based. Like many microcredit programmes, the majority of women in the study were full time housewives before joining the scheme. Others had left their jobs following retrenchment, prejudice or gender discrimination. In all cases, they started their own businesses with little or no business experience or education. Whilst some appear to have embraced the new opportunities, others have struggled. In all cases, microcredit and the associated learning processes produced contradictory and ambivalent feelings of success and failure, hope and disappointment, progress and exclusion. The article explores these ambivalences in order to critique development initiatives that are based on universal notions of autonomy and self-determination in contexts shaped by dependence and structural inequality.",
    keywords = "Microcredit, Learning, gender equality, Development discourse",
    author = "Rachel Sigalla and Stephen Carney",
    note = "An earlier version of this paper was presented at the 10th UKFIET International Conference on Education and Development, 15–17 September 2009, New College, Oxford.",
    year = "2012",
    month = "7",
    doi = "10.1016/j.ijedudev.2012.02.011",
    language = "English",
    volume = "32",
    pages = "546--554",
    journal = "International Journal of Educational Development",
    issn = "0738-0593",
    publisher = "Pergamon Press",

    }

    Poverty reduction through entrepreneurship : Microcredit, learning and ambivalence amongst women in urban Tanzania. / Sigalla, Rachel; Carney, Stephen.

    I: International Journal of Educational Development, Bind 32, 07.2012, s. 546-554.

    Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

    TY - JOUR

    T1 - Poverty reduction through entrepreneurship

    T2 - Microcredit, learning and ambivalence amongst women in urban Tanzania

    AU - Sigalla, Rachel

    AU - Carney, Stephen

    N1 - An earlier version of this paper was presented at the 10th UKFIET International Conference on Education and Development, 15–17 September 2009, New College, Oxford.

    PY - 2012/7

    Y1 - 2012/7

    N2 - Microcredit strategies combine the logic of business, progressive approaches to learning from experience and the key aim to reduce poverty, especially amongst women. The focus in such interventions on the independent, entrepreneurial citizen suggests not only new ways to generate economic growth and sustainable development, but an important recalibration of the repressive social relations thought to be at the root of women’s persistent ‘under-development’. This article explores women’s experiences of their roles as entrepreneurs, and reflects on how the learning processes and outcomes associated with microcredit schemes ‘shape the self’, often in quite unpredictable ways. The article is based on an ethnographic study of disadvantaged women in Dar es Salaam, and follows them as they participate in NGO-based training schemes, ‘practise’ entrepreneurship in a range of income-generating settings, and negotiate the consequences of the new subjectivities on which the independent, entrepreneurial citizen is based. Like many microcredit programmes, the majority of women in the study were full time housewives before joining the scheme. Others had left their jobs following retrenchment, prejudice or gender discrimination. In all cases, they started their own businesses with little or no business experience or education. Whilst some appear to have embraced the new opportunities, others have struggled. In all cases, microcredit and the associated learning processes produced contradictory and ambivalent feelings of success and failure, hope and disappointment, progress and exclusion. The article explores these ambivalences in order to critique development initiatives that are based on universal notions of autonomy and self-determination in contexts shaped by dependence and structural inequality.

    AB - Microcredit strategies combine the logic of business, progressive approaches to learning from experience and the key aim to reduce poverty, especially amongst women. The focus in such interventions on the independent, entrepreneurial citizen suggests not only new ways to generate economic growth and sustainable development, but an important recalibration of the repressive social relations thought to be at the root of women’s persistent ‘under-development’. This article explores women’s experiences of their roles as entrepreneurs, and reflects on how the learning processes and outcomes associated with microcredit schemes ‘shape the self’, often in quite unpredictable ways. The article is based on an ethnographic study of disadvantaged women in Dar es Salaam, and follows them as they participate in NGO-based training schemes, ‘practise’ entrepreneurship in a range of income-generating settings, and negotiate the consequences of the new subjectivities on which the independent, entrepreneurial citizen is based. Like many microcredit programmes, the majority of women in the study were full time housewives before joining the scheme. Others had left their jobs following retrenchment, prejudice or gender discrimination. In all cases, they started their own businesses with little or no business experience or education. Whilst some appear to have embraced the new opportunities, others have struggled. In all cases, microcredit and the associated learning processes produced contradictory and ambivalent feelings of success and failure, hope and disappointment, progress and exclusion. The article explores these ambivalences in order to critique development initiatives that are based on universal notions of autonomy and self-determination in contexts shaped by dependence and structural inequality.

    KW - Microcredit

    KW - Learning

    KW - gender equality

    KW - Development discourse

    U2 - 10.1016/j.ijedudev.2012.02.011

    DO - 10.1016/j.ijedudev.2012.02.011

    M3 - Journal article

    VL - 32

    SP - 546

    EP - 554

    JO - International Journal of Educational Development

    JF - International Journal of Educational Development

    SN - 0738-0593

    ER -