McFarlane, C. (2006) 'Crossing borders : development, learning and the North-South divide.', Third world quarterly., 27 (8). pp. 1413-1437.
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.
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1080/01436590601027271|
|Publisher 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|
|Date accepted:||No date available|
|Date deposited:||07 August 2009|
|Date of first online publication:||2006|
|Date first made open access:||No date available|
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