Abstract
This chapter is concerned with the gender implications of the emergence of ‘North-South learning’ as a new trend in international development theory and practice. North-South learning is understood as the focus on ‘finding solutions for Northern poverty in the experience of the South’ (Sweetman, 1997, p. 2): that is, turning around the ‘usual process of advice giving’ (Thekaekara and Thekaekara, 1994, p. 26) from ‘North’ to ‘South’.1 For example, participatory approaches to development and gender analysis are used increasingly in the ‘North’ as well as in the ‘South’ to address issues such as drug problems in Walsall (Greenwood, 2000). In particular, it focuses on why North-South learning has emerged as a strategy now, and situates the emergence of this tendency in the post-colonial social and political context at global, national and local levels.
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Poulsen, H. (2004). Turning it Around: Debating Approaches to Gender and North-South Learning. In: Ali, S., Benjamin, S., Mauthner, M. (eds) The Politics of Gender and Education. Palgrave Macmillan, London. https://doi.org/10.1057/9780230005532_3
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DOI: https://doi.org/10.1057/9780230005532_3
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