Exam (elaborations)
ICH4801 Assignment 4 2024 (390113) - DUE 20 August 2024
- Course
- ICH4801 (ICH4801)
- Institution
- University Of South Africa
ICH4801 Assignment 4 2024 (390113) - DUE 20 August 2024 QUESTIONS AND ANSWERS
[Show more]
Content preview
ICH4801 Assignment4 2024 (390113) -
DUE 20 August 2024
QUESTIONS WITH COMPLETE ANSWERS
[School]
[Course title]
,ICH4801 Assignment 4 2024 (390113) - DUE 20 August
2024
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), 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
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through EFT, credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying this summary from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller msmartie11. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy this summary for R56,05. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
75632 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy summaries for 14 years now