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ICH4801 Assignment 4 (COMPLETE ANSWERS) 2024 (390113) - DUE 20 August 2024 ;100% TRUSTED workings, explanations and solutions CA$3.63   Add to cart
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ICH4801 Assignment 4 (COMPLETE ANSWERS) 2024 (390113) - DUE 20 August 2024 ;100% TRUSTED workings, explanations and solutions
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  • Course
  • International Comparative and History of Education
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  • University Of South Africa
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  • Comparative and International Education

ICH4801 Assignment 4 (COMPLETE ANSWERS) 2024 (390113) - DUE 20 August 2024 ;100% TRUSTED workings, explanations and solutions. ........ Question 1 Section A is based on the extract from chapter 2 of the prescribed textbook (Seroto, Davids & Wolhuter 2020). Read the extract and then answer the quest...

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ICH4801 Assignment
4 (COMPLETE
ANSWERS) 2024
(390113) - DUE 20
August 2024 ;100%
TRUSTED workings,
explanations and
solutions.




ADMIN
[COMPANY NAME]

,Question 1 Section A is based on the 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 Assignment 04 Comparative and International
Education Due date: Unique assignment number:
ICH4801/101/02024 31 523 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% (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),

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