Editing Development communication (section)

=== Latin America ===

The Latin American school of development communication predates the Bretton Woods school, emerging in the 1940s with the efforts of Colombia's [[Radio Sutatenza]] and Bolivia's [[Radios Mineras]]. They pioneered participatory and educational approaches to empowering the marginalised. In effect, they served as the earliest models for [[participatory broadcasting]] efforts around the world.{{citation needed|date=September 2013}}

In the 1960s [[Paolo Freire]]'s theories of [[critical pedagogy]] and Miguel Sabido's enter-educate method became important elements of the Latin American development communication school.<ref>Arvind Singhal, Everett M. Rogers (1999).{{google books|id=FWNPUpuLav4C|pg=49}}, Lawrence Erlbaum Associates. {{ISBN|0-8058-3350-1}}.</ref><ref>Arvind Singhal, Michael J. Cody, Everett M. Rogers, Miguel Sabido (2004).{{google books|id=FWNPUpuLav4C|pg=49}} Mahwah, NJ: Lawrence Erlbaum Associates. {{ISBN|0-8058-4552-6}}</ref>

Other influential theorists include Juan Diaz Bordenave, Luis Ramiro Beltran, and [[Alfonso Gumucio Dagron]] (Manyozo 2006, Manyozo, 2005).<ref name="ManyozoAJC" />{{sfn|Manyozo|2005}}

In the 1990s, technological advances facilitated social change and development: new media outlets emerged, cable TV reached more regions, and the growth of local communication firms paralleled the growth of major media corporations.<ref>{{cite web|last=Peirano|first=Luis|title=CFSC Analysis and Opinion: Developing a Unique Proposal for Communication for Development in Latin America|url=http://www.comminit.com/sbcs2016/content/cfsc-analysis-and-opinion-developing-unique-proposal-communication-development-latin-ame|work=MAZI Articles|publisher=Communication for Social Change Consortium, Inc.|access-date=22 September 2011}}</ref>