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

Samuel Asare, Rafael Mitchell, Pauline Rose*

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)

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.
Original languageEnglish
JournalCompare: A Journal of Comparative and International Education
Early online date11 Sep 2020
DOIs
Publication statusPublished - 11 Sep 2020

Structured keywords

  • SoE Centre for Comparative and International Research in Education
  • SoE Centre for Higher Education Transformations

Keywords

  • Education
  • sub-Saharan Africa
  • South-North research partnerships
  • Sustainable Development Goals

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