Data, Data Everywhere, But Not a Byte to Think: The Pitfalls of Increased Access to Digital Resources in University History Departments in Zimbabwe

Jeater, Diana

doi:10.1163/9789004279148_005

Cited by 2 publications

(1 citation statement)

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“…It is significant here that the complaint is not that theory is absent, or dated. Academics in southern Africa now routinely have good internet access to contemporary scholarly theory, through funded free access and faster broadband speeds (Jeater 2014). Papers rejected because they make poor use of theory are not necessarily rejected because they are not up to date with the latest ideas.…”

Section: Patterns Of Differencementioning

confidence: 99%

Academic Standards or Academic Imperialism? Zimbabwean perceptions of hegemonic power in the global construction of knowledge

Jeater¹

2018

Afr. stud. rev.

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Abstract:University cultures in the Global North generate powerful definitions of what constitutes “knowledge” and “good research.” When we ask who gets to represent the “African perspective,” we find it is decreasingly an African. This article argues that resource inequalities alone cannot explain this exclusion of African scholarship. Hegemonic academic standards undervalue the more positivist research orientation found in southern African universities. The struggle is not over the validity of that orientation, but over who has the power to validate it. This analysis is based upon interviews with senior university research managers in Zimbabwe and on a public roundtable on Structural Inequalities in Global Academic Publishing.

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Section: Patterns Of Differencementioning

confidence: 99%

Academic Standards or Academic Imperialism? Zimbabwean perceptions of hegemonic power in the global construction of knowledge

Jeater¹

2018

Afr. stud. rev.

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Teaching South African History in the Digital Age: Collaboration, Pedagogy, and Popularizing History

Kelly¹,

Badsha²

2020

Hist. Afr.

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The digitization of African materials has made it easier than ever for students to engage with primary source documentation and undertake original research. Digitizing sources and using digital sources to teach African history has great pedagogical value, but must be done ethically. This article suggests a model for collaborative and publicly-engaged scholarship, demonstrating the potential of transnational projects and shared knowledge production while maintaining sensitivity towards questions of the hegemony of the North. The study draws on experience of a virtual internship project between North American-based university students and the South African non-profit South African History Online (SAHO).

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Data, Data Everywhere, But Not a Byte to Think: The Pitfalls of Increased Access to Digital Resources in University History Departments in Zimbabwe

Cited by 2 publications

References 0 publications

Academic Standards or Academic Imperialism? Zimbabwean perceptions of hegemonic power in the global construction of knowledge

Academic Standards or Academic Imperialism? Zimbabwean perceptions of hegemonic power in the global construction of knowledge

Teaching South African History in the Digital Age: Collaboration, Pedagogy, and Popularizing History

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