In authors or contributors

How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa

Resource type
Journal Article
Authors/contributors
Title
How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa
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.
Publication
Compare: A Journal of Comparative and International Education
Volume
0
Issue
0
Pages
1-20
Date
2020
ISSN
0305-7925
Short Title
How equitable are South-North partnerships in education research?
Accessed
27/11/2020, 14:21
Library Catalog
Taylor and Francis+NEJM
Extra
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2020.1811638
Citation
Asare, S., Mitchell, R., & Rose, P. (2020). How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa. Compare: A Journal of Comparative and International Education, 0(0), 1–20. https://doi.org/10.1080/03057925.2020.1811638