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.
|Journal||Compare: A Journal of Comparative and International Education|
|Early online date||11 Sep 2020|
|Publication status||Published - 11 Sep 2020|
- SoE Centre for Comparative and International Research in Education
- SoE Centre for Higher Education Transformations
- sub-Saharan Africa
- South-North research partnerships
- Sustainable Development Goals
FingerprintDive into the research topics of 'How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa'. Together they form a unique fingerprint.
- Educational Futures Network
- School of Education - Lecturer in Education
- Centre for Comparative and International Research in Education
Person: Academic , Member