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ICH4801 Assignment 4.
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ICH4801Assignment 4
(ANSWERS)
2023 -
DISTINCTION
GUARANTEED
.
ADMIN
[COMPANY NAME]
,SECTION A: HISTORY OF EDUCATION [50]
Question 1 Section A is based on the given extract from chapter 2 of the
prescribed textbook (Seroto, Davids & Wolhuter 2020). Read the extract and
then answer the questions that follow. Geographical focus of research and of
authorship Scholars, analysts, progressive scholars and academics in all
education sciences and beyond, have expressed concern that the corpus of
scholarly publications is dominated by researchers in the global world and that
their focus is lopsided in favour of the Global North or themes favoured by the
interests of the Global North. In a content analysis of articles published in the
first 50 years of the top journal in the field of Comparative and International
Education, the Comparative Education Review, Wolhuter (2008:330-331)
found that countries of the Global North dominate the geographical focus of
research. In addition, where countries of the Global South are the subject of
research, it is dominated by researchers from the Global North (cf Wolhuter,
2018). Of the 18 523 articles published in the total pool of Thomson-Reuters
indexed education journals for the year 2012, a mere 2.13% were authored by
scholars in Africa (ibid). Depaepe and Simon (1996) do not include the
geographical terrain of articles in their research but do provide an interesting
analysis of author provenance. For the articles published during 1961 to 1989
in Paedagogica Historica, the rank-order of national provenance of authors is
illustrated in table 2.2. The pattern for the period 1990 to 1995 does not differ
much. However, in this period, the Global South fares worse with 1.6% of all
authors (South Africa: 0.8% and Zaire: 0.8%) as shown in table 2.3. Table 2.2
National provenance of authors published in rank order, 1961 to 1989
National provenance of authors (Global North) 1961 to 1989 1. Germany:
22.7%; 2. US: 21.5%; 3. UK: 10.6%; 4. France: 7.4%; 5. Belgium: 6.5%
National provenance of authors (Global South) 1961 to 1989 1. India: 1.2%; 2.
Malaysia: 1.2%; 3. Nigeria: 0.6%; 4. Sri Lanka: 0.6%; 5. Argentina: 0.3%; 6.
Oman: 0.3%; 7. Pakistan: 0.3%; 8. South Africa: 0.3%; 9. Thailand: 0.3%; 10.
Zimbabwe: 0.3% Assignment 04 Comparative and International Education
Due date: 31 October 2023 Unique assignment number: 20 (Source: Depaepe
& Simon, 1996:426) Table 2.3 National provenance of authors published in
rank order, 1990 to 1995 National provenance of authors (Global North) 1990
to 1995 1. Netherlands: 20.2%; 2. Germany: 17.8%; 3. Belgium: 14.0%; 4
France: 10.1%; 5. US: 7.0% National provenance of authors (Global South)
1990 to 1995 1. Only 1.6% of all authors in the Global South; 2. South Africa:
0.8%; 3. Former Zaire: 0.8% (Source: Depaepe & Simon, 1996) Freeman and
Kirke (2017) deal with geographical foci in their analysis, although the
, limitation of their study is that it covers English medium journals only.
Freeman and Kirke (2017:830) found that in geographical coverage,
throughout the period 1952 to 2016, England and Great Britain dominated as
geographical terrain of study. During the decade 1980 to 1989, 43.9% of all
published articles dealt with England and Great Britain; in 2016, 25.7% of all
published articles focused on England and Great Britain. While colonialism
and colonial education policy remain an area of interest in the field, as do race
and ethnicity, two provisos should be mentioned. On the second (race and
ethnicity), research has been spurred by events in the Global North and is
dominated by the Global North as terrain. These events include the 1960 Civil
Rights Movement in the United States of America, the school desegregation
movement in the same country, right up to the #BlackLivesMatter movement
in the USA and the immigration patterns and increasingly multicultural
composition of the population of the United Kingdom (UK). In 2016, 14 of the
19 articles in the “race and ethnicity” category identified by Freeman and Kirke
(2017:843), were about the US. On colonialism and colonial education, the
proviso can be tabled that the current imperative for the decolonialisation of
education makes the attention given to colonialism and the neglect of
decolonialisation appear rather lopsided. While many historians eschew
recent history, where the “fog of proximity” makes the true significance of
events hard to see, and not entirely without merit, it could be said that the
Global South has had a long run of decolonialisation – sub-Saharan Africa
over 60 years; in the case of Latin America, already more than two centuries.
Its history merits attention. This call has also been made and elaborated upon
by Davids (2013). The need to recentre History of Education in the Global
South Most states in the Global South have been subjected to European
imperialism in one form or another and dominated by “foreign” histories. The
need to retrieve new processes of producing and valorising legitimate
epistemologies, whether scientific or non-scientific, is imperative for the Global
South. The validation of such knowledges will only happen when historians of
the Global South revisit spaces and practices that are characterised by
systemic oppression, discrimination, capitalism and colonialism. The Global
South does not only refer to geographical location; it also refers to the pain
caused by capitalism and colonialism at different levels. In the Global South,
the majority of people were silenced, marginalised and unemployed and were
victims of sexism and racism because of colonialism. History of Education
practitioners in the Global South should not only become “culturally sensitive”
when they conduct research, but also use approaches that form part of
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