The authors focus on how social actors engage in processes of learning and doing, how they are
knowing their way into the future. People are seen as cognitive beings who make sense of their
environment. Yet, their environment also directs and pushes their knowing in a particular
direction. This assumes a direct link between social knowing and governance. A case from rural
Cameroon shows how well-intentioned but isolated attempts to strengthen local learning may
backfire. The question is raised as to whether one can speak of good governance of knowing.