Page - (000088) - in Knowledge and Networks

79 the bottom by competing on low costs. This situation describes many industrial clusters in developing contexts. Just as the transition from families to friends sheds light on the challenges that developing regions face, it can be relevant for developed economies as well. In the global knowledge economy successful regions increasingly need to acquire and mobilize distant resources, ideas, and innovations, a task that requires generalized trust in talented people regardless of their races, religions, and national origins. Dynamic regional economies, such as Silicon Valley, have been creating an open, friendly social structure to attract immigrant technocrats from all over the world. These mobile professionals act as global knowledge brokers to facilitate cross- border learning and innovation (Saxenian, 2007). In both developing and developed countries, regions without this social infrastructure for global learning are becom- ing either isolated or passively integrated into global networks of leading clusters through transnational brain drains. A new core-and-periphery pattern in the global knowledge economy may develop along with the great transition of social learning from closed to open networks. In this sense developed and developing regions are up against the same challenge of the transformation process. Conclusion Social networks for interactive learning are essential for regional knowledge econo- mies. Exploration of socialized knowledge networks in industrial communities is conducted mainly in successful regions in western individualistic societies. Developing regions are widely seen to be grappling with challenges that are no longer concerns in developed economies, such as the development of civic spirit and the enforcement of formal regulations. A fundamental difference between develop- ing and developed economies is perhaps that individuals in developing contexts are more committed to families in traditional communities and, hence, act less indepen- dently than individuals in developed countries. These distinctions make developing regions appear to be a different world. In economic geography, a field in which knowledge-based theories of clusters are derived from practices of regional econo- mies in developed contexts, the conditions of developing regions have received scant attention in theoretical discussion of knowledge in space. Focusing on devel- oping regions, I pursue an alternative frame of reference: the evolution of social learning processes in traditional communities. Specifically, I have posed two theo- retical questions. First, can knowledge be shared in a structured way within family networks, and if so, how? Second, if family ties can channel knowledge flows, why is family-based learning so inconspicuous in innovative regions? The first question invites an investigation into the anatomy of family networks. Unlike friendship connections, family ties are created primarily by birth and marriage, and marriage-based linkages can work as bridges for information-sharing between extended family groups. The connecting role of marriage implies that strong family ties can be bridges, which differ from weak friendship bridges as 4 Family Networks for Learning and Knowledge Creation