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Book part
Publication date: 18 November 2020

Manuel Iturralde

Some of the Sustainable Development Goals (SDGs) adopted by the United Nations (UN) General Assembly are related to violence, crime and crime control issues. In what seems to be…

Abstract

Some of the Sustainable Development Goals (SDGs) adopted by the United Nations (UN) General Assembly are related to violence, crime and crime control issues. In what seems to be an innovative approach, the so-called ‘international community’ has seemed to reach the commonsensical agreement that, in order to enjoy sustainable development and strengthen the capabilities, well-being and freedom of the citizens of the global south, their governments must reduce violence and crime (SDG 16.1). The SDGs also seem to provide the response to tackle crime and violence in the global south. SDG 16.3 aims at ‘promoting the rule of Law at the national and international level and ensuring equal access to justice for all’. Thus, the promotion of the rule of law has commonly been understood as the strengthening of the criminal justice system and State security forces to reduce crime and impunity in the global south. Focussing on Latin America, this article will critically discuss the problematic presuppositions and implications of such a paradigm, which tends to impose, reproduce and legitimise the particular worldviews of global north countries and institutions. This approach is counterproductive, for it does not acknowledge the particularities and historical trajectories of Latin American countries, while naturalising specific global north political, economic and truth regimes.

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The Emerald Handbook of Crime, Justice and Sustainable Development
Type: Book
ISBN: 978-1-78769-355-5

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Book part
Publication date: 2 August 2021

Alexander W. Wiseman, Petrina M. Davidson, Maureen F. Park, Nino Dzotsenidze and Obioma Okogbue

This chapter examines the trends in published comparative and international education research from 2014 to 2019 with a special focus on 2019 publication in open access journals…

Abstract

This chapter examines the trends in published comparative and international education research from 2014 to 2019 with a special focus on 2019 publication in open access journals and by authors situated in the Global South. In particular, two trends from 2019 are (1) the increasing number of research publications in the field of comparative and international education that are being published in online, open access journals and (2) the representation among these research publications between authors situated in Global North versus Global South contexts. Evidence from the six years of data collection suggests that single country studies and qualitative methods continue to dominate published research in comparative and international education journals. 2019 data also show that there are significant different in the publication trends in subscription versus open access journals in the field, and that authors from the Global South are more likely to publish in open access journals, especially if they are female.

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Annual Review of Comparative and International Education 2020
Type: Book
ISBN: 978-1-80071-907-1

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Book part
Publication date: 4 December 2023

Stella-Maria Yerokhin, Ting-Yu Lin, Yu-Shan Lin Feuer, Leyla Azizi and Remmer Sassen

This chapter compares the current biodiversity practices of higher education institutions (HEIs) and their learning effects of the Global North and South. It particularly explores…

Abstract

This chapter compares the current biodiversity practices of higher education institutions (HEIs) and their learning effects of the Global North and South. It particularly explores the HEIs’ strategies targeting biodiversity and ecosystem services preservation. In order to answer the research question, a qualitative content analysis of published sustainability reports of the systematically selected HEIs was performed. The Times Higher Education (THE) was used to select HEIs. The results show that biodiversity reporting and management is still in its early stages in HEIs from both the Global North and South and could benefit from further research and suggestions for improvement. One implication for the HEIs is that they could increase public awareness and knowledge of biodiversity through the integration of this topic into their curricula, more research projects on biodiversity, and operations on and off campus.

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Higher Education for the Sustainable Development Goals: Bridging the Global North and South
Type: Book
ISBN: 978-1-80382-526-7

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Book part
Publication date: 4 July 2013

Ruth Jeanes, Jonathan Magee, Tess Kay and Davies Banda

Purpose – The purpose of this chapter is to examine the experiences of indigenous participants in Global North led sport for development programmes. The chapter…

Abstract

Purpose – The purpose of this chapter is to examine the experiences of indigenous participants in Global North led sport for development programmes. The chapter considers whether the experiences of indigenous participants reflect the neo-colonialist claims levied at such initiatives.

Design/methodology/approach – The chapter draws on findings from a qualitative study utilising in depth interviews with 14 young women who participated in a sport for development initiative and 8 mothers and grandmothers.

Findings – The research illustrates how we can construct sport for development initiatives as neo-colonial activities imposed on indigenous participants by Global North agencies. However, we argue that this alone does not capture the complexity of experience at local level and the young women we interviewed highlighted the important place sport for development programmes have within their lives and how they reshape them to provide resources that are valuable for them within their communities.

Research limitations/implications – The challenges of navigating power relationships as Global North researchers working in the Global South are highlighted and their potential impact on the research discussed.

Originality/value – The chapter highlights the importance of understanding indigenous experiences in sport for development programmes. Such local level analysis is lacking within current literature.

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Native Games: Indigenous Peoples and Sports in the Post-Colonial World
Type: Book
ISBN: 978-1-78190-592-0

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Book part
Publication date: 19 July 2022

Alexander W. Wiseman

This chapter provides an examination of the characteristics of comparative and international education research published in 2020 as well as an overview of the trends in this

Abstract

This chapter provides an examination of the characteristics of comparative and international education research published in 2020 as well as an overview of the trends in this research since 2014. This analysis of published research includes a special focus on authors situated in the Global South as well as those authors who are affiliated with organizations outside of academic (i.e., professional, non-teaching organizations). These two focus characteristics reflect the shifting composition of authors and research in comparative and international education in the twenty-first century as well as the professionalization aspirations of the field of comparative and international education more broadly. Evidence from the seven years of data collection suggests that there is a marked shift toward increasingly more co-authored research, a shift from predominantly qualitative methods to non-empirical research content, and a rise in topic oriented research over the otherwise dominant single-country study in comparative and international education research.

Book part
Publication date: 24 November 2016

Christopher Darius Stonebanks, Fintan Sheerin, Melanie Bennett-Stonebanks and Jenala Nyirenda-Paradise

Since 2008, the Global North universities and the rural district of Chilanga, Kasungu in Malawi, have endeavored to create a dialogic, inclusive, and reciprocal knowledge-transfer…

Abstract

Since 2008, the Global North universities and the rural district of Chilanga, Kasungu in Malawi, have endeavored to create a dialogic, inclusive, and reciprocal knowledge-transfer project. Numerous years of consultation with community members resulted in the creation of Transformative Praxis: Malawi, a project dedicated to bettering human conditions in one of the most impoverished areas of the world. Through participatory action research (PAR), the Malawian community strongly indicated the need to foster critical thinking, creativity, and social entrepreneurship in the areas of Education, Health, and Development. Although local women were prominent in all stakeholder meetings, a growing suspicion emerged that the inclusive intent of our research-based work was actually supporting existing male-oriented power structures, which exist despite ongoing assurances of the active participation of women in decision-making, and the purported matrilineal societal nature of Malawi. Through a progressive series of critical incidents connected to literature on PAR and women in impoverished communities, this chapter chronicles the manner in which local Chilanga women unexpectedly and unconventionally solidified their participation and authentic leadership in a Global North and South initiative based in Malawi.

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Racially and Ethnically Diverse Women Leading Education: A Worldview
Type: Book
ISBN: 978-1-78635-071-8

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Article
Publication date: 3 June 2020

Reggie Raju, Jill Claassen, Jeremiah Pietersen and Danielle Abrahamse

This paper investigates the fit for purpose of the flip model proposed by Max Planck Society and Plan S for the African environment. This flipped model is examined against the…

Abstract

Purpose

This paper investigates the fit for purpose of the flip model proposed by Max Planck Society and Plan S for the African environment. This flipped model is examined against the backdrop of African imperatives, which is much broader than just flipping a journal pricing model from subscription to open access. This paper also seeks a viable alternative model that supports the growth of African scholarship and the dissemination thereof.

Design/methodology/approach

This paper adopts a descriptive research methodology, which allows for an in-depth analysis of a phenomenon. By using this method, this paper describes a flip model proposed by global north entities, which do not augur well for the growth of the OA movement in Africa.

Findings

The findings demonstrate that the global north centric flipped model exacerbates the inequality in the publishing landscape by further marginalizing the research voices from the global south. Africa is in dire need of an alternative that denorthernizes the publishing landscape, promote equity and equality, and is more inclusive of the research voices from Africa. South African academic libraries have demonstrated their willingness to experiment with and roll-out library publishing services. This proof of concept has been extended into a continental platform for the publication and dissemination of African scholarship.

Originality/value

This paper will be of interest to those who are grappling with viable alternatives to the current flip models, which include, inter alia, university leadership. This paper will also be of interest to global north libraries who are embarking on library publishing without the social justice obligation but are committed to the OA movement.

Details

Library Management, vol. 41 no. 6/7
Type: Research Article
ISSN: 0143-5124

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Book part
Publication date: 4 December 2023

Payal Kumar, Leonardo Caporarello and Anirudh Agrawal

Higher education institutions (HEI) are acknowledged as a key driver for the development of sustainable societies, so much so that some profess education for sustainable…

Abstract

Higher education institutions (HEI) are acknowledged as a key driver for the development of sustainable societies, so much so that some profess education for sustainable development to be the most fundamental of the United Nation’s (UN) 17 sustainable development goals (SDGs). This chapter provides an overview of the chapters in the book: Higher Education for the SDGs, divided into two themes, namely (i) Research from the Global North and Global South and (ii) Rethinking curriculum.

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Higher Education for the Sustainable Development Goals: Bridging the Global North and South
Type: Book
ISBN: 978-1-80382-526-7

Keywords

Book part
Publication date: 29 October 2014

Charles Post

This essay is a response to Zak Cope’s defense of the “labor aristocracy” theory of working class reformism and conservatism. Specifically, the essay engages Cope’s claims that…

Abstract

This essay is a response to Zak Cope’s defense of the “labor aristocracy” theory of working class reformism and conservatism. Specifically, the essay engages Cope’s claims that British colonialism, imperialist investment, and transnational “monopoly” corporations have accrued “surplus-profits” that have underwritten the existence of a “labor aristocracy” historically, and that “unequal exchange” today has transformed almost the entirety of the working classes of the global North into a labor aristocracy. We conclude with a presentation of an alternative explanation of working class reformism and conservatism.

Abstract

Details

Sport, Gender and Development
Type: Book
ISBN: 978-1-83867-863-0

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