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Global South-North Dichotomies in Higher Education: Critical Dialogue, Reflection and Collaboration [Kietas viršelis]

Edited by (Inland Norway University of Applied Sciences, Norway)
  • Formatas: Hardback, 240 pages, aukštis x plotis: 234x156 mm, 4 Tables, black and white; 7 Line drawings, black and white; 7 Halftones, black and white; 14 Illustrations, black and white
  • Serija: Routledge Research in Higher Education
  • Išleidimo metai: 26-Sep-2025
  • Leidėjas: Routledge
  • ISBN-10: 1032879440
  • ISBN-13: 9781032879444
Kitos knygos pagal šią temą:
Global South-North Dichotomies in Higher Education: Critical Dialogue, Reflection and CollaborationDidesnis paveikslėlis
  • Formatas: Hardback, 240 pages, aukštis x plotis: 234x156 mm, 4 Tables, black and white; 7 Line drawings, black and white; 7 Halftones, black and white; 14 Illustrations, black and white
  • Serija: Routledge Research in Higher Education
  • Išleidimo metai: 26-Sep-2025
  • Leidėjas: Routledge
  • ISBN-10: 1032879440
  • ISBN-13: 9781032879444
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781032879444.html

Revisiting foundational concepts and practices that have long sustained global divisions and hierarchies, this seminal volume challenges Global South-North dichotomies in higher education by exploring the possibilities and limitations of such socio-political dichotomies from multiple perspectives.



Revisiting foundational concepts and practices that have long sustained global divisions and hierarchies, this seminal volume challenges Global South-North dichotomies in higher education by exploring the possibilities and limitations of such socio-political dichotomies from multiple perspectives.

Foregrounding a diversity of international voices from countries and territories such as Brazil, China, Denmark, India, New Caledonia, Vanuatu, Zimbabwe and others, this book presents conceptual reflections and empirical studies on strategies, initiatives, and policies aimed at enhancing collaboration between South-North higher education contexts. Chapters engage critically with traditional concepts and practices, such as academic conferences, research and teaching methodologies, academic publishing and writing, and epistemic frameworks that have helped maintain South-North educational dichotomies while clearly articulating nuanced perspectives on the complexities associated with such South-North dichotomies. Innately forward-looking in approach, chapters discuss micro, macro, and potentially radical, transformative practices that encourage dialogue and reimagine the academic environment to further challenge existing power differentials, drawing on Indigenous, local, and trans-local epistemologies.

Ultimately offering critical perspectives from real-world global contexts on how to address systemic inequalities and promote dialogue, this book will be of relevance to scholars, researchers, and students in the fields of higher education, international and comparative education, teacher education, and multicultural education. Policy makers working in ethnic and cultural studies, development and internationalization may also benefit from this volume.

Recenzijos

A must for all educators, this volume offers a critically reflexive perspective on the need to reconceptualize the Global North- Global South dichotomy. Its multi theoretical, methodological and disciplinary approach enables exciting opportunities to reimagine decolonial futures in and through education.

Roopa Desai Trilokekar

Associate Professor, York University, Canada

This is a compelling, thought-provoking contribution to international and higher education discourse. The book offers diverse, necessary, and valuable perspectives on key debatable issues that frame the scholarship of decolonisation and the broader debate on the Global South/North dichotomy.

Nokhanyo Nomakhwezi Mdzanga

Associate Professor, University of the Western Cape, South Africa

Introduction: Problematizing Global South-Global North Dichotomies in
International and Higher Education; Part 1: Rethinking Foundational Concepts
in International and Higher Education;
1. Locating The International in
Higher Education;
2. Ten-Stage Transcendence of the North/South Illusion;
Part 2: Recognizing Existing Spaces Beyond Dichotomies;
3. Challenging the
South-North Dichotomy in International Partnerships: Beyond Global South and
North;
4. Not North, not South, but Pacific: How the Pacific Asia Region
Challenges the Western Global Order Categorizations;
5. China as an Academic
Semi-Periphery: Bridging International Doctoral Education Between Global
South and Global North?; Part 3: Critical and Decolonial Insights on Academic
Collaboration;
6. The Global North-South Researcher Contemporary
Peculiarities: A Tale of Two Realities;
7. Shifting the Collaboration
Paradigm: Towards Decolonization Through Refugee-Led Research; Part 4:
Promoting Intercultural Dialogue at Home;
8. Intercultural Dialogue in an
Academic Writing Group: Building Bridges Between Doctoral Students from the
Global South, the Global North, and Beyond;
9. Advancing a Pedagogy of
Internationalization from a Critical Lens: Internationalization at Home
Alternatives to Equip Brazilian Faculty and Foster Intercultural Dialogue;
Part 5: Indigenous Epistemologies and Experiences for North-South
Collaboration;
10. Integrating Indigenous Learning for Holistic Approaches in
Teacher Education;
11. Chicana Epistemology and Dialectical Thought: Bridging
Theories of the South and North Towards Place-Based Transformation
Vander Tavares is Associate Professor at Inland Norway University of Applied Sciences, Norway. His latest edited book on social justice and equality in Norwegian higher education will be published in 2025 with Routledge.