Learning for Development: (Development Matters)

The organizational and institutional embedding of new learning is one of the biggest challenges for development. This book in the Development Matters series takes a learning approach to development, focusing the learning that takes place through development action – be it intentional and structured, or the outcome of different forms of engagement. Learning for Development also demonstrates how important a critical awareness of the social dynamics of learning is for individuals and their organizations, and for building coherent policy and action. Through a number of case-studies and a wealth of interdisciplinary research, Learning for Development proposes a more flexible model of development action which aims to ensure that projects address the specific needs of, improves dialogue between, local groups and individuals.

Table of Contents:
Acknowledgements 1. Why Learning For Development? 2. Approaches to Learning For Development 3. Contestation and Learning Between Multiple Stakeholders 4. Joint Learning through Similarity, Difference And Mutuality In North-South Municipal Partnerships 5. Changing the Self And Changing The Organization: Doing Things Better And Doing Them Differently 6. Learning and Not Learning Through The Use Of Computer-Mediated Communication 7. The Whys And Wherefores Of Learning For Development References Index

About the Author :
Hazel Johnson is Professor of Development Policy at the Open University, UK. Gordon Wilson is Senior Lecturer in Technology and Development, also at the Open University, UK. Hazel Johnson is Professor of Development Policy at the Open University, UK. Gordon Wilson is Senior Lecturer in Technology and Development, also at the Open University, UK.

Review :
Learning for Development is an exciting read for anyone working in the field, provoking thought by providing real case studies around 'development action'. It focuses on intentional development which is referred to in the book as development action, arguing that the actions of interveners are fundamentally part of and contribute to, development history. It looks at the context in which learning occurs as well as learning as a social process. The concept of "action learning space" can help identify the dynamics in communities through which learning has the potential to occur. Trust and communicative action are key ingredients of shared learning. The book shares practical examples of successes and challenges from which one can learn and then adapt to one’s own work. It is a “must read” for anyone interested in development. I commend Johnson and Wilson for this excellent book in which they reflect on the role that learning can play in development. It deals with complex issues in a style that is both considered and clear; critical and committed. It should be required reading for those who unreflectively do development