HED4805
Assignment 2 2026
Detailed Solutions, References & Explanations
Unique number:
Due Date: 26 June 2026
Question 1
1.1 Meaning of “Global North and Global South”
The terms Global North and Global South are used to describe inequalities in power,
knowledge production, and development across the world. These concepts do not only refer to
geographical locations but also to historical, political, and economic differences shaped largely
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
Fully accept the consequences should you plagiarise or misuse this document.
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
, +27 67 171 1739
Question 1
1.1 Meaning of “Global North and Global South”
The terms Global North and Global South are used to describe inequalities in power,
knowledge production, and development across the world. These concepts do not
only refer to geographical locations but also to historical, political, and economic
differences shaped largely by colonialism and capitalism. The Global North generally
refers to developed countries such as those in Europe and North America, which
have historically dominated global knowledge systems, research, and economic
power. In contrast, the Global South refers to regions such as Africa, Latin America,
and parts of Asia that were historically colonised and continue to experience the
effects of marginalisation and inequality (Seroto et al., 2020).
The extract shows that the Global North dominates academic research and
knowledge production. For example, most scholarly publications are produced by
researchers from the Global North, and even research about the Global South is
often conducted by Northern scholars (Wolhuter, 2008; Wolhuter, 2018). This
creates an imbalance where the voices and experiences of people in the Global
South are underrepresented. The data presented also shows that only a small
percentage of authors come from the Global South, with African scholars
contributing very little to global academic output (Seroto et al., 2020). This reflects a
broader issue of unequal access to resources, education, and research
opportunities.
The Global South is also understood as a condition of lived experience rather than
only a place. It represents the historical and ongoing effects of colonialism, including
poverty, inequality, and social injustice. Many people in the Global South were
silenced and excluded from knowledge production, which means that their histories
and perspectives were often ignored or misrepresented (Seroto et al., 2020). As a
result, knowledge from the Global North has been treated as universal, while
indigenous and local knowledge systems have been undervalued.
The concept of the Global South also includes the idea of resistance and the need to
reclaim knowledge. Scholars argue that there is a need to develop knowledge
systems that reflect the experiences and realities of people in the Global South.
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
, +27 67 171 1739
Santos describes this as “epistemologies of the South”, which refers to knowledge
produced through struggle against oppression and inequality (Santos, 2014). This
highlights the importance of recognising different ways of knowing and valuing
indigenous knowledge systems.
In conclusion, the Global North and Global South represent more than geographical
divisions. They reflect historical inequalities in power, knowledge, and development.
The Global North dominates knowledge production, while the Global South has been
marginalised. Understanding these concepts is important for addressing inequalities
and promoting more inclusive and diverse knowledge systems (Seroto et al., 2020).
1.2 #RhodesMustFall and #FeesMustFall in the decolonisation of education
The movements #RhodesMustFall and #FeesMustFall were important moments in
South Africa’s history that highlighted the need to decolonise education. These
movements were led mainly by university students who challenged the continued
dominance of colonial and Eurocentric ideas in higher education. They brought
attention to issues of inequality, access, and the relevance of education in a post
apartheid society.
The #RhodesMustFall movement began in 2015 at the University of Cape Town. It
focused on the removal of the statue of Cecil John Rhodes, a figure associated with
colonialism and oppression. The presence of the statue was seen as a symbol of
continued colonial dominance within the university space. Students argued that
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
Assignment 2 2026
Detailed Solutions, References & Explanations
Unique number:
Due Date: 26 June 2026
Question 1
1.1 Meaning of “Global North and Global South”
The terms Global North and Global South are used to describe inequalities in power,
knowledge production, and development across the world. These concepts do not only refer to
geographical locations but also to historical, political, and economic differences shaped largely
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
Fully accept the consequences should you plagiarise or misuse this document.
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
, +27 67 171 1739
Question 1
1.1 Meaning of “Global North and Global South”
The terms Global North and Global South are used to describe inequalities in power,
knowledge production, and development across the world. These concepts do not
only refer to geographical locations but also to historical, political, and economic
differences shaped largely by colonialism and capitalism. The Global North generally
refers to developed countries such as those in Europe and North America, which
have historically dominated global knowledge systems, research, and economic
power. In contrast, the Global South refers to regions such as Africa, Latin America,
and parts of Asia that were historically colonised and continue to experience the
effects of marginalisation and inequality (Seroto et al., 2020).
The extract shows that the Global North dominates academic research and
knowledge production. For example, most scholarly publications are produced by
researchers from the Global North, and even research about the Global South is
often conducted by Northern scholars (Wolhuter, 2008; Wolhuter, 2018). This
creates an imbalance where the voices and experiences of people in the Global
South are underrepresented. The data presented also shows that only a small
percentage of authors come from the Global South, with African scholars
contributing very little to global academic output (Seroto et al., 2020). This reflects a
broader issue of unequal access to resources, education, and research
opportunities.
The Global South is also understood as a condition of lived experience rather than
only a place. It represents the historical and ongoing effects of colonialism, including
poverty, inequality, and social injustice. Many people in the Global South were
silenced and excluded from knowledge production, which means that their histories
and perspectives were often ignored or misrepresented (Seroto et al., 2020). As a
result, knowledge from the Global North has been treated as universal, while
indigenous and local knowledge systems have been undervalued.
The concept of the Global South also includes the idea of resistance and the need to
reclaim knowledge. Scholars argue that there is a need to develop knowledge
systems that reflect the experiences and realities of people in the Global South.
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
, +27 67 171 1739
Santos describes this as “epistemologies of the South”, which refers to knowledge
produced through struggle against oppression and inequality (Santos, 2014). This
highlights the importance of recognising different ways of knowing and valuing
indigenous knowledge systems.
In conclusion, the Global North and Global South represent more than geographical
divisions. They reflect historical inequalities in power, knowledge, and development.
The Global North dominates knowledge production, while the Global South has been
marginalised. Understanding these concepts is important for addressing inequalities
and promoting more inclusive and diverse knowledge systems (Seroto et al., 2020).
1.2 #RhodesMustFall and #FeesMustFall in the decolonisation of education
The movements #RhodesMustFall and #FeesMustFall were important moments in
South Africa’s history that highlighted the need to decolonise education. These
movements were led mainly by university students who challenged the continued
dominance of colonial and Eurocentric ideas in higher education. They brought
attention to issues of inequality, access, and the relevance of education in a post
apartheid society.
The #RhodesMustFall movement began in 2015 at the University of Cape Town. It
focused on the removal of the statue of Cecil John Rhodes, a figure associated with
colonialism and oppression. The presence of the statue was seen as a symbol of
continued colonial dominance within the university space. Students argued that
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
