Institutional Learning in North–South Partnerships
Critical Self-Reflection on Collaboration Between Finnish and Tanzanian Academics
Dados Bibliográficos
| ID | 12116554 |
|---|---|
| Autores | Tiina Kontinen (0000-0002-0302-6666, University of Jyväskylä, autor correspondente), Ajali Mustafa Nguyahambi (0000-0003-4068-4702, The University of Dodoma) |
| Ano | 2020 |
| Volume | 47 |
| Fascículo | 2 |
| Páginas | 219-241 |
| Data de publicação | 2020-05-03 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Forum for Development Studies (JOURNAL) |
| Identificadores do periódico | ISSN: 0803-9410 • E-ISSN: 1891-1765 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/08039410.2020.1768590 |
| OpenAlex | W3036574321 |
| Idioma | EN |
| Citações recebidas | 6 |
| Referências citadas | 45 |
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
Categorization · Critical reflection · Empirical research · Epistemology · General partnership · Hegemony · Institutional change · Pedagogy · Political science · Public relations · Sociology · Variety (cybernetics · Computer Science · Evaluation and Performance Assessment · Management and Organizational Studies · Public Administration · Social Science and Policy Research
North–South research collaborations
Collaborative professional practice for strengthening teacher educator identities in Eritrea
Towards unlearning colonial practices? Muddling through academic collaborations among Tanzania, Zambia and Finland
Disrupting habits of North–South research collaboration
Against Self-Reflexive Confessions
Hybrid Identities of Development Studies in Tanzania
Dominating Knowledge
The Postcolonial Politics of Development
Doctrines Of Development
The Aid Chain
Development Sociology
The origins and conceptualizations of ‘triple-loop’ learning
The Invention of Africa
Decolonizing Knowledge
Development Discourse and Global History
Navigating Institutional Plurality
Communities of Knowledge or Tyrannies of Partnership
Research capacity and dissemination among academics in Tanzania
International collaboration and research capacity building
Postcolonialism and international development studies
Development studies and postcolonial studies
Searching for Macro-Meso-Micro-Level Links in Studies of North-South Research Collaborations
Theory from the South
Learning for development
Institutional Learning in North-South Research Partnerships
Making North–South Research Collaborations Work
A new continuity with colonial administration
The Sage Handbook of Organizational Institutionalism
Using southern theory
The Iron Cage Revisited
Improved learning for greater effectiveness in development NGOs
Civil Society in African Contexts
The New Development Management
Organizational Learning
| Obras citantes distintas | 6 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2020 - 2026 (7) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 6 |