Institutional Learning in North-South Partnerships : Critical Self-Reflection on Collaboration Between Finnish and Tanzanian Academics
Kontinen, T., & Nguyahambi, A. M. (2020). Institutional Learning in North-South Partnerships : Critical Self-Reflection on Collaboration Between Finnish and Tanzanian Academics. Forum for Development Studies, 47(2), 219-241. https://doi.org/10.1080/08039410.2020.1768590
Published inForum for Development Studies
© 2020 Norwegian Institute of International Affairs (NUPI)
Knowledge production and its possibilities and pitfalls in North-South research partnerships have gained increasing attention. The previous literature has identified certain pervasive challenges, and suggested a variety of ways to change partnerships, ranging from improvement of current collaboration activities to fundamental transformation of the hegemonic Eurocentric criteria for knowledge. Against this backdrop, we ask what kinds of learning can take place in research partnerships. We draw from two sources – an institutional approach and a classical categorization of learning proposed by Gregory Bateson – to develop a heuristic for analyzing institutional learning in North-South research partnerships. Moreover, based on previous empirical studies and our own experience with academic collaboration between Finnish and Tanzanian scholars, we reflect on the ways in which learning in its different forms shows in partnership practices that need to deal with different, intertwined institutional fields. ...
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Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF
Additional information about fundingWe acknowledge the funding received from the Development Research Programme of the Academy of Finland for the project Growth into Citizenship in Civil Society Encounters (GROW) for 2015–2019 (decision number 285815).
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