Social learning in South-North coalitions: constructing knowledge systems across social chasms

The creation of knowledge systems requires input from both researchers and activists. Furthermore, in an increasingly globalised world, there is a need to draw on the experiences of both Northern and Southern actors. However, cultural and methodological differences between both activists and researchers, and also between North and South, mean that in practice it is challenging to develop integrated knowledge systems that combine these various elements in a constructive manner.

Three case studies are presented with a view to analysing the processes of network creation and network decision-making. Conclusions include the following observations:

The potential for creating a learning network increases as:

• Members are recruited who are appropriate to network learning goals.
  
• Mutually acceptable goals can be articulated and negotiated.
  
• Member representatives adapt their roles to fit network needs

The potential for network learning increases as:

• Mutual influence replaces initially perceived power differences.
  
• Differences are managed by mutually accepted processes and structures.
  
• Bridging roles and relationships emerge to mediate conflicts

Network knowledge acquisition is facilitated as:

• Networks focus attention and resources on critical issues.
  
• Differences in information and perspective are recognised, valued and explored.
  
• Differences are synthesised into new perspectives and knowledge.

Any attempt to bridge the North-South or researcher-activist boundaries risks provoking conflict. However, the potential benefits of knowledge-sharing are too great to overlook. Hence, the challenge is to bridge these boundaries whilst avoiding conflict.