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Development Theory 2nd Edition, Jan Nederveen Pieterse

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Progress in Development Studies
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Knowledge, learning and development: a post-rationalist approach

Colin McFarlane

Department of Geography, The Open University, Milton Keynes MK7 6AA, UK

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.

Key Words: knowledge • learning • rationalism • post-rationalism • World Bank • Slum/Shack Dwellers International

Progress in Development Studies, Vol. 6, No. 4, 287-305 (2006)
DOI: 10.1191/1464993406ps144oa
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T. Jakimow
Answering the critics: the potential and limitations of the knowledge agenda as a practical response to post-development critiques
Progress in Development Studies, October 1, 2008; 8(4): 311 - 323.
[Abstract] [PDF]