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Crossing Borders: development, learning and the North-South divide

McFarlane, C.

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Abstract

While the validity of categories like 'First' and 'Third' World or 'North' and 'South' has been increasingly questioned, there have been few attempts to consider how learning between North and South might be conceived. Drawing on a range of perspectives from development and postcolonial scholarship, this paper argues for the creative possibility of learning between different contexts. This involves a conceptualisation of learning that is at once ethical and indirect: ethical because it transcends a liberal integration of subaltern knowledge, and indirect because it transcends a rationalist tendency to limit learning to direct knowledge transfer between places perceived as 'similar'. This challenge requires a consistent interrogation of the epistemic and institutional basis and implications of the North - South divide, and an insistence on developing progressive conceptions of learning.

Citation

McFarlane, C. (2006). Crossing Borders: development, learning and the North-South divide. Third World Quarterly, 27(8), 1413-1437. https://doi.org/10.1080/01436590601027271

Journal Article Type Article
Publication Date 2006
Deposit Date Feb 7, 2008
Publicly Available Date Mar 29, 2024
Journal Third World Quarterly
Print ISSN 0143-6597
Electronic ISSN 1360-2241
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 27
Issue 8
Pages 1413-1437
DOI https://doi.org/10.1080/01436590601027271
Keywords Knowledge; learning; North-South; development; postcolonialism; development.

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Copyright Statement
This is an electronic version of an article published in McFarlane, C. (2006). 'Crossing borders : development, learning and the North-South divide.', Third world quarterly., 27 (8). pp. 1413-1437 in Third world quarterly is available online at: http://dx.doi.org/10.1080/01436590601027271





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