Abstract
This article combines large-scale bibliometric analysis of publications on education by researchers based in sub-Saharan Africa with researchers’ accounts of their priorities and practice. Patterns in the thematic foci of the research from 48 countries in the region are considered from the perspective of international policy statements (the Education Sustainable Development Goal and the African Union’s Agenda 2063), alongside analysis of funding, co-authorship and citations. We find a large number of publications by these scholars in reputable journals which merit greater scholarly engagement. Furthermore, evidence presented in this paper challenges claims about the dominance of Northern research agendas in sub-Saharan Africa.
| Original language | English |
|---|---|
| Pages (from-to) | 363-383 |
| Number of pages | 21 |
| Journal | Comparative Education Review |
| Volume | 64 |
| Issue number | 3 |
| Early online date | 14 Jul 2020 |
| DOIs | |
| Publication status | Published - 1 Aug 2020 |
Research Groups and Themes
- SoE Centre for Comparative and International Research in Education
Keywords
- education policy
- education research
- research funding
- sub-Saharan Africa
- bibliometric analysis
Access to Document
- Full-text PDF (author’s accepted manuscript)
This is the author accepted manuscript (AAM). The final published version (version of record) is available online via The University of Chicago Press at https://www.journals.uchicago.edu/doi/10.1086/709428. Please refer to any applicable terms of use of the publisher.
