HED4805
Assignment 2 2025
Unique #: 173892
Due Date: 20 June 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, QUESTION 1
1.1. HOW GLOBAL SCHOOLS SPREAD IN THE GLOBAL SOUTH AND
GLOBAL NORTH
Introduction
The spread of global schools and educational systems has not occurred evenly
across the world. Rather, it has been shaped by geopolitical power structures,
particularly favouring the Global North. The Global South, on the other hand, has
often been a passive recipient of imported educational models, influenced largely
by colonial histories and Eurocentric epistemologies. As the prescribed text by
Seroto, Davids and Wolhuter (2020) outlines, this imbalance in educational
development and scholarship continues to characterise both practice and
research in education.
Spread in the Global North: Self-Driven Development and Domination of
Discourse
In the Global North, schools and educational institutions developed through
internal philosophical, scientific, and political progress. Educational theories and
systems were formed around thinkers like Socrates, Augustine, and Luther,
whose works are still considered foundational in global education (Seroto et al.,
2020). This has allowed the Global North to define ―legitimate‖ knowledge and
educational practice. Furthermore, academic publishing remains dominated by
Northern scholars. For instance, Wolhuter (2008:330–331) found that most
education research focuses on the Global North and is authored by Northern
academics. As a result, Global North schools often act as global models,
influencing education systems around the world.
Spread in the Global South: Colonial Influence and Marginalisation
In the Global South, schools were mostly introduced through colonial expansion.
These systems were imposed to serve the interests of colonial governments,
often ignoring indigenous knowledge systems and educational practices. As
Asante (1998) and Taiwo (1993) argue, colonialism excluded local history and
promoted Eurocentric models of knowledge. According to Depaepe and Simon
Varsity Cube 2024 +27 81 278 3372
Assignment 2 2025
Unique #: 173892
Due Date: 20 June 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, QUESTION 1
1.1. HOW GLOBAL SCHOOLS SPREAD IN THE GLOBAL SOUTH AND
GLOBAL NORTH
Introduction
The spread of global schools and educational systems has not occurred evenly
across the world. Rather, it has been shaped by geopolitical power structures,
particularly favouring the Global North. The Global South, on the other hand, has
often been a passive recipient of imported educational models, influenced largely
by colonial histories and Eurocentric epistemologies. As the prescribed text by
Seroto, Davids and Wolhuter (2020) outlines, this imbalance in educational
development and scholarship continues to characterise both practice and
research in education.
Spread in the Global North: Self-Driven Development and Domination of
Discourse
In the Global North, schools and educational institutions developed through
internal philosophical, scientific, and political progress. Educational theories and
systems were formed around thinkers like Socrates, Augustine, and Luther,
whose works are still considered foundational in global education (Seroto et al.,
2020). This has allowed the Global North to define ―legitimate‖ knowledge and
educational practice. Furthermore, academic publishing remains dominated by
Northern scholars. For instance, Wolhuter (2008:330–331) found that most
education research focuses on the Global North and is authored by Northern
academics. As a result, Global North schools often act as global models,
influencing education systems around the world.
Spread in the Global South: Colonial Influence and Marginalisation
In the Global South, schools were mostly introduced through colonial expansion.
These systems were imposed to serve the interests of colonial governments,
often ignoring indigenous knowledge systems and educational practices. As
Asante (1998) and Taiwo (1993) argue, colonialism excluded local history and
promoted Eurocentric models of knowledge. According to Depaepe and Simon
Varsity Cube 2024 +27 81 278 3372
