, HED4805 ASSIGNMENT 02
DUE DATE: 26 JUNE 2026
Question 1
1.1 Explain what is meant by the expression “Global North and Global South” (10)
The terms Global North and Global South are used to describe global inequalities in
wealth, power, development, and knowledge production. These concepts are not
strictly geographical but are used to highlight historical and structural differences
shaped largely by colonialism, capitalism, and unequal global relations (Seroto, Davids
& Wolhuter, 2020).
The Global North refers to economically developed and industrialised countries such
as the United States, United Kingdom, Germany, France and other Western European
states. These countries have historically held dominance in global political, economic
and educational systems. They also control much of the world’s academic publishing
and research infrastructure. Seroto et al. (2020) explain that educational research is
heavily dominated by scholars from the Global North, which results in Northern
perspectives shaping global knowledge production.
The Global South refers to countries in Africa, Latin America, Asia and parts of the
Middle East that have historically experienced colonisation, economic exploitation and
political marginalisation. The term also refers to communities that continue to
experience inequality, poverty and exclusion linked to these historical processes. Santos
(2014) explains that the Global South represents knowledge systems and lived
experiences that have often been ignored or devalued by Western academic traditions.
Seroto et al. (2020) highlight that only a very small percentage of global educational
research is produced by African scholars, showing the imbalance in academic
representation. Research on the Global South is often conducted by scholars from the
Global North, which means that Southern realities are frequently interpreted through
Eurocentric frameworks. This reinforces the dominance of Western perspectives in
education and limits the visibility of indigenous knowledge systems.
Asante (1998) argues that the Global South must be recognised as an active producer of
knowledge rather than a passive subject of study. Santos (2014) supports this through
the idea of “epistemologies of the South”, which recognises knowledge created through
struggle, resistance, and lived experience.
The distinction between Global North and Global South therefore reflects unequal
global relations in knowledge production, historical power, and academic
representation.
DUE DATE: 26 JUNE 2026
Question 1
1.1 Explain what is meant by the expression “Global North and Global South” (10)
The terms Global North and Global South are used to describe global inequalities in
wealth, power, development, and knowledge production. These concepts are not
strictly geographical but are used to highlight historical and structural differences
shaped largely by colonialism, capitalism, and unequal global relations (Seroto, Davids
& Wolhuter, 2020).
The Global North refers to economically developed and industrialised countries such
as the United States, United Kingdom, Germany, France and other Western European
states. These countries have historically held dominance in global political, economic
and educational systems. They also control much of the world’s academic publishing
and research infrastructure. Seroto et al. (2020) explain that educational research is
heavily dominated by scholars from the Global North, which results in Northern
perspectives shaping global knowledge production.
The Global South refers to countries in Africa, Latin America, Asia and parts of the
Middle East that have historically experienced colonisation, economic exploitation and
political marginalisation. The term also refers to communities that continue to
experience inequality, poverty and exclusion linked to these historical processes. Santos
(2014) explains that the Global South represents knowledge systems and lived
experiences that have often been ignored or devalued by Western academic traditions.
Seroto et al. (2020) highlight that only a very small percentage of global educational
research is produced by African scholars, showing the imbalance in academic
representation. Research on the Global South is often conducted by scholars from the
Global North, which means that Southern realities are frequently interpreted through
Eurocentric frameworks. This reinforces the dominance of Western perspectives in
education and limits the visibility of indigenous knowledge systems.
Asante (1998) argues that the Global South must be recognised as an active producer of
knowledge rather than a passive subject of study. Santos (2014) supports this through
the idea of “epistemologies of the South”, which recognises knowledge created through
struggle, resistance, and lived experience.
The distinction between Global North and Global South therefore reflects unequal
global relations in knowledge production, historical power, and academic
representation.
