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How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa
Compare: A Journal of Comparative and International Education ( IF 1.879 ) Pub Date : 2020-09-11 , DOI: 10.1080/03057925.2020.1811638
Samuel Asare 1 , Rafael Mitchell 2 , Pauline Rose 1
Affiliation  

ABSTRACT

This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English between 2010 and 2018, it finds that participation in such partnerships favours a relatively small number of countries in sub-Saharan Africa. These collaborations appear to be reproducing gender imbalances in authorship. Complemented by interviews with 31 researchers based in the region, it further identifies examples of asymmetrical relationships alongside more positive partnerships and practices. Scholars based in sub-Saharan Africa were more likely to view partnerships initiated by researchers based in the region as equitable.



中文翻译:

南北合作在教育研究中的公平程度如何?来自撒哈拉以南非洲的证据

摘要

本文探讨了在涉及撒哈拉以南非洲学者的教育研究背景下南北伙伴关系的公平性。通过对 2010 年至 2018 年期间以英语出版的 1,000 多份出版物的大规模文献计量分析,它发现参与此类伙伴关系有利于撒哈拉以南非洲的少数国家。这些合作似乎正在重现作者身份中的性别失衡。辅以对该地区 31 名研究人员的采访,它进一步确定了不对称关系的例子以及更积极的伙伴关系和实践。撒哈拉以南非洲的学者更有可能将该地区的研究人员发起的伙伴关系视为公平的。

更新日期:2020-09-11
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