Prudentia as becoming-shame: knowledge production in Southern Theory research Practice

Nye, Adele; Amazan, Rose; Charteris, Jennifer

doi:10.1080/14623943.2016.1251411

Cited by 2 publications

(2 citation statements)

References 21 publications

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“…Added to this is the rejection of alternative knowledge sources and the reproduction of inequalities that underpins such institutions' ideological foundations (p. 10). One of the fault lines of Social Science as a discipline is the over-emphasis placed on the social theories generated in the North with the default expectation that such are to be used in the South for issues related to HE [36].…”

Section: He's Responsiveness and Agencymentioning

confidence: 99%

Quality of Graduates in the Post-covid Era as a Field of Convergence Between Southern Theory and the Idea of Social Justice Higher Education

Krishnannair¹,

Krishnannair²

2023

Proceedings of the Focus Conference (TFC 2022)

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The idea of 'quality of graduates' as understood in the Higher Education (HE) sector is central to this conceptual piece. HE systems across the world have seen unprecedented levels of transformation as part of their effort to adapt to the conditions brought about by the COVID-19 pandemic. Now that most institutions have gone back to contact format in instruction, questions are being posed as to how the vulnerabilities of HE systems that the pandemic helped expose will be addressed. Unfair practices, social injustices and perpetuation of inequalities have been pointed out within the sector. In this context, this article puts forward the idea of 'social justice higher education' that should foreground conceptualisations of social justice within the higher education sector. The authors rely on the notion of 'quality of graduates' as a measurable construct across institutions to elucidate 'social justice higher education'. Southern Theory as a theoretical stand point is also used to consolidate this discussion. Southern Theory provides a convenient lens to view educational disparities that students experience across national boundaries in the context of the pandemic. 'Quality of graduates' and 'social justice higher education' thus form a solid conceptual alliance with which southern theory gets linked as a connecting thread. Conclusions of the piece point towards the need to reinvigorate the ideological affirmations in support of defining 'quality of graduates' along the lines of a socially just higher education system.

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Section: He's Responsiveness and Agencymentioning

confidence: 99%

Quality of Graduates in the Post-covid Era as a Field of Convergence Between Southern Theory and the Idea of Social Justice Higher Education

Krishnannair¹,

Krishnannair²

2023

Proceedings of the Focus Conference (TFC 2022)

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“…Connell (2007) uses scholarship from Africa, Iran, Latin America, and India to disrupt the dominance of “Northern” knowledge (from Europe and North America). She aims to challenge the hegemony of “metropolitan” Northern theory by making Southern texts “central to the intellectual project” (Nye, Amazan, & Charteris, 2017, p. 82). This has echoes with other theories that aim to upturn the inequalities inherent in knowledge circulation such as Chen’s (2010) concept of Asia as method which aims to deconstruct the West as center and Tuhiwai Smith’s (2012) book on Decolonizing Methodologies.…”

Section: Doctoral Theses As Southern Knowledgementioning

confidence: 99%

Surfacing “Southern” Perspectives on Student Engagement With Internationalization: Doctoral Theses as Alternative Forms of Knowledge

Montgomery

2018

Journal of Studies in International Education

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Prudentia as becoming-shame: knowledge production in Southern Theory research Practice

Cited by 2 publications

References 21 publications

Quality of Graduates in the Post-covid Era as a Field of Convergence Between Southern Theory and the Idea of Social Justice Higher Education

Quality of Graduates in the Post-covid Era as a Field of Convergence Between Southern Theory and the Idea of Social Justice Higher Education

Surfacing “Southern” Perspectives on Student Engagement With Internationalization: Doctoral Theses as Alternative Forms of Knowledge

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