Identifying what kind of knowledge is appropriate for the citizen of the new millennium is of special concern in developing countries. They face two simultaneous challenges: carving out niche areas of innovation within the competitive global arena while meeting the basic development needs of the majority of their increasingly marginalized and impoverished populations. Against this background, our article examines the question of appropriate knowledge in the globalizing world of the new millennium. We analyse some of the risks for teaching and learning entailed by recent assumptions regarding the changing social nature, production and dissemination of knowledge. In the final section, we critically examine one of these new knowledge production practices—community-based academic service learning—in light of these risks.
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