Abstract
AbstractThis chapter provides an intellectual history of learning in development, and positions theories distinguishing different types of knowledge as especially valuable to evaluating knowledge production key to discretionary decision-making within international cooperation projects. It then considers evidence of these multiple dimensions of knowledge—from factual and conceptual to procedural and reflective knowledge—in water-and-sanitation-related international development cooperation projects studied in Maputo. Secondly, the analysis explores what kinds of proximities supported practitioners’ learning on the ground. Despite the anticipated added value of South–South Cooperation (SSC) as a special medium for advancing grounded high-level learning, the analysis shows that partners representing higher-income countries too could advance high-level know-how critical to discretionary decision-making. Further, beyond the geopolitical and technical ones favored by SSC discourses, heterarchical relationships among staff, local embeddedness in shared spaces, and practitioners’ professional theories of practice provided nuanced influences on the quality of learning within projects.
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