Current development efforts focus on economic fair play, cultural sensitivity
theory, locally driven interventions, and ethical practice. This has led to changes in a
number of development areas, including the relationship between development
stakeholders. A shift to development partnership was meant to signal the end of
development paternalism (e.g., north-south, developed-undeveloped, donor-recipient) and
the beginning of development equality. However, for many development stakeholders,
the transition has been largely theoretical.
This study addresses the existing gap between development theory and practice.
It argues that before the gap can be closed there is a need for greater philosophicallygrounded
theoretical scrutiny. Therefore, this study combines a philosophical approach
with an interpretive theory building methodology to create a theoretical model of
development partnership and identity. The study draws on the experiences of the
Trinidad and Tobago Alliance for Sport and Physical Education (TTASPE) and its
partners.
The model presents a four-phase partnership cycle. Each phase is accompanied
by set of key partnership considerations. The purpose of the model is to provide
development stakeholders with a philosophically grounded and practically structured
framework for assessing and strengthening their partnerships.