Classical Schools of Development

Noor Rasim Atiyah

doi:10.59890/ijsss.v3i3.45

Authors

Noor Rasim Atiyah Cairo University

DOI:

https://doi.org/10.59890/ijsss.v3i3.45

Keywords:

Post-Independence Development, Development Theories, Structural Challenges, Modernization and Dependency Schools

Abstract

The post-independence period marked a critical turning point in the development trajectory of many countries, raising fundamental questions about how to achieve sustainable development and overcome structural challenges. In this context, several schools of thought and theories emerged, seeking to explain the underlying causes of these countries' continued underdevelopment and offering solutions for achieving progress. These schools range from those that view development as possible by emulating the path of advanced Western countries to those that focus on global and historical structural factors as the primary causes of continued dependency and underdevelopment. This research aims to review and analyze the classical schools of development, which include the dominant school (modernization theory), the neocolonial school, the dependency school, and finally the world system school. The research will address the main trends within each school, their basic concepts, their interrelationships, and the criticisms directed at them. It will also shed light on the concepts used to explain the situation of post-independence countries and suggest how these countries can deal with the legacy they inherited from the pre-independence period. Through this analysis, we seek to gain a deeper understanding of the development challenges facing emerging countries and ways to address them from a comprehensive perspective

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