Professor Colin Mcfarlane colin.mcfarlane@durham.ac.uk
Professor
The relations between knowledge, learning and development are of growing importance in development, but despite the growth of interest in this area since the mid-1990s, key issues have yet to be explored. This review argues the need to attend to how knowledge and learning are conceived in development and how they are produced through organizations. Drawing on mainstream development literature, the review argues that there is a pervasive rationalist conception of knowledge and knowledge transfer as objective and universal, which has political implications. By contrast, the review argues for a post-rationalist approach that conceives development knowledge and learning as partial, social, produced through practices, and both spatially and materially relational.
McFarlane, C. (2006). Knowledge, learning and development: a post-rationalist approach. Progress in Development Studies, 6(4), 287-305. https://doi.org/10.1191/1464993406ps144oa
Journal Article Type | Article |
---|---|
Publication Date | 2006-10 |
Deposit Date | Oct 14, 2008 |
Publicly Available Date | Aug 7, 2009 |
Journal | Progress in Development Studies |
Print ISSN | 1464-9934 |
Electronic ISSN | 1477-027X |
Publisher | SAGE Publications |
Peer Reviewed | Peer Reviewed |
Volume | 6 |
Issue | 4 |
Pages | 287-305 |
DOI | https://doi.org/10.1191/1464993406ps144oa |
Keywords | Rationalism, Post-rationalism, World Bank, Slum/Shack dwellers international. |
Public URL | https://durham-repository.worktribe.com/output/1552165 |
Accepted Journal Article
(373 Kb)
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Copyright Statement
McFarlane, C. (2006) 'Knowledge, learning and development : a post-rationalist approach.', Progress in development studies., 6 (4). pp. 287-305. Copyright © 2006 by SAGE Publications. Reprinted by permission of SAGE Publications.
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