Gender and development has grown enormously as a field over the last thirty years. In this introduction, we interrogate the ambivalence that underpins feminist engagement with development and examine what current dilemmas may suggest about the relationship between feminist knowledge and development practice. In recent years, there has been growing frustration with the simplistic slogans that have come to characterize much gender and development talk, and with the gap between professed intention and actual practice in policies and programmes. Questions are now being asked about what has become of ‘gender’ in development. This collection brings together critical reflections on some ideas about gender that have become especially resonant in development narratives, particularly those that entail popularization and the deployment of iconic images of women. This introduction explores more closely the issues raised by such myth‐making, arguing that these myths stem from exigencies within the politics and practices of development bureaucracies, within the difficult politics of feminist engagement with development policy and practice and within feminist politics itself.

This paper critically engages with a recent shift towards an emphasis on ‘resilience’ in policy and academic fields. The paper suggests that this shift is problematic for several reasons: that it supports normative value judgements; that it may overemphasize the ability of people to ‘bounce back’ and undervalue the hidden costs of resilience, especially those with gendered dimensions; and that it may be associated with policy prescriptions that shift responsibility for dealing with crisis away from the public sphere. The empirical illustration for this analysis is a qualitative study of the impact of economic decline in the Sussex town of Newhaven.

This article examines the proliferation of development discourses about participation and partnership, focusing on natural resources management policy in Ethiopia. It argues that relationships between the state and donors and between donors themselves are contested and negotiated. The generation of policy is a value-laden process. However, because these institutions are not monolithic, the agency and positioning of those individuals charged with implementing participatory policy influence both practice and interpretation. This may go some way towards explaining the frequent gaps between policy and practice.

Based on research with members of two Senior Citizens Forums in the South East of England, this article examines the biographies and motivations of those who get involved in such activities, with particular emphasis on (a) how they see themselves in relation to ‘other older people’ and (b) their relationships with the places in which they live. We address these issues in relation to the characterisation of participants in such forums as the ‘usual suspects’ whose legitimacy to speak on behalf of others may be questioned, and by reference to a growing recognition of the significance of place in the lives of older people. Whilst the locations of the two Forums studied are geographically close, culturally they are quite distinct and we identify important differences in motivations, backgrounds and priorities of forum members in the two places that are associated with these differences. Our research confirms that place-based participation tends to engage those who are fitter and who have more social and cultural capital, but questions assumptions that this means they are spaces for the pursuit of self-interest

Effective academic advising is a dynamic process that facilitates student development, making it a significant investment in students and the academic institutions they attend. It is important to ask what constitutes good academic advising, beginning with an understanding of the nature of the advisor-advisee relationship. This study examined nursing students' perceptions of the characteristics and functions of effective academic advisors. Thirty nursing students and 33 prenursing students were surveyed. When compared with extant education and pedagogical research, being authentic and possessing moral virtues such as caring and trustworthiness were unique characteristics identified by prenursing students. Attempts to rank the importance of advisor functions were not successful, although the most important and least important functions were identified. Implications for practice and suggestions for further study are presented.