Full Description
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.
Contents
Introduction: Problematizing Global South-Global North Dichotomies in International and Higher Education; Part I: 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 II: 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 III: 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 IV: 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 V: 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
