I
,CH4801 Assignment 4 (COMPLETE ANSWERS) 2025
- DUE 2025; 100% TRUSTED Co
MULTIPLE CHOICE,ASSURED EXCELLENCE
Question 1 Section A is based on the given extract from chapter
2 of the prescribed textbook (Seroto, Davids & Wolhuter 2020).
Read the extract and then answer the questions that follow.
Geographical focus of research and of authorship Scholars,
analysts, progressive scholars and academics in all education
sciences and beyond, have expressed concern that the corpus
of scholarly publications is dominated by researchers in the
global world and that their focus is lopsided in favour of the
Global North or themes favoured by the interests of the Global
North. In a content analysis of articles published in the first 50
years of the top journal in the field of Comparative and
International Education, the Comparative Education Review,
Wolhuter (2008:330-331) found that countries of the Global
North dominate the geographical focus of research. In addition,
where countries of the Global South are the subject of research,
it is dominated by researchers from the Global North (cf
Wolhuter, 2018). Of the 18 523 articles published in the total
pool of Thomson-Reuters indexed education journals for the
year 2012, a mere 2.13% were authored by scholars in Africa
(ibid). Depaepe and Simon (1996) do not include the
geographical terrain of articles in their research but do provide
an interesting analysis of author provenance. For the articles
, published during 1961 to 1989 in Paedagogica Historica, the
rank-order of national provenance of authors is illustrated in
table 2.2. The pattern for the period 1990 to 1995 does not
differ much. However, in this period, the Global South fares
worse with 1.6% of all authors (South Africa: 0.8% and Zaire:
0.8%) as shown in table 2.3. Table 2.2 National provenance of
authors published in rank order, 1961 to 1989 National
provenance of authors (Global North) 1961 to 1989 1.
Germany: 22.7%; 2. US: 21.5%; 3. UK: 10.6%; 4. France: 7.4%; 5.
Belgium: 6.5% National provenance of authors (Global South)
1961 to 1989 1. India: 1.2%; 2. Malaysia: 1.2%; 3. Nigeria: 0.6%;
4. Sri Lanka: 0.6%; 5. Argentina: 0.3%; 6. Oman: 0.3%; 7.
Pakistan: 0.3%; 8. South Africa: 0.3%; 9. Thailand: 0.3%; 10.
Zimbabwe: 0.3% (Source: Depaepe & Simon, 1996:426) Table
2.3 National provenance of authors published in rank order,
1990 to 1995 National provenance of authors (Global North)
1990 to 1995 1. Netherlands: 20.2%; 2. Germany: 17.8%; 3.
Belgium: 14.0%; 4 France: 10.1%; 5. US: 7.0% National
provenance of authors (Global South) 1990 to 1995 1. Only
1.6% of all authors in the Global South; 2. South Africa: 0.8%; 3.
Former Zaire: 0.8% (Source: Depaepe & Simon, 1996) Freeman
and Kirke (2017) deal with geographical foci in their analysis,
although the limitation of their study is that it covers English
medium journals only. Freeman and Kirke (2017:830) found that
in geographical coverage, throughout the period 1952 to 2016,
,CH4801 Assignment 4 (COMPLETE ANSWERS) 2025
- DUE 2025; 100% TRUSTED Co
MULTIPLE CHOICE,ASSURED EXCELLENCE
Question 1 Section A is based on the given extract from chapter
2 of the prescribed textbook (Seroto, Davids & Wolhuter 2020).
Read the extract and then answer the questions that follow.
Geographical focus of research and of authorship Scholars,
analysts, progressive scholars and academics in all education
sciences and beyond, have expressed concern that the corpus
of scholarly publications is dominated by researchers in the
global world and that their focus is lopsided in favour of the
Global North or themes favoured by the interests of the Global
North. In a content analysis of articles published in the first 50
years of the top journal in the field of Comparative and
International Education, the Comparative Education Review,
Wolhuter (2008:330-331) found that countries of the Global
North dominate the geographical focus of research. In addition,
where countries of the Global South are the subject of research,
it is dominated by researchers from the Global North (cf
Wolhuter, 2018). Of the 18 523 articles published in the total
pool of Thomson-Reuters indexed education journals for the
year 2012, a mere 2.13% were authored by scholars in Africa
(ibid). Depaepe and Simon (1996) do not include the
geographical terrain of articles in their research but do provide
an interesting analysis of author provenance. For the articles
, published during 1961 to 1989 in Paedagogica Historica, the
rank-order of national provenance of authors is illustrated in
table 2.2. The pattern for the period 1990 to 1995 does not
differ much. However, in this period, the Global South fares
worse with 1.6% of all authors (South Africa: 0.8% and Zaire:
0.8%) as shown in table 2.3. Table 2.2 National provenance of
authors published in rank order, 1961 to 1989 National
provenance of authors (Global North) 1961 to 1989 1.
Germany: 22.7%; 2. US: 21.5%; 3. UK: 10.6%; 4. France: 7.4%; 5.
Belgium: 6.5% National provenance of authors (Global South)
1961 to 1989 1. India: 1.2%; 2. Malaysia: 1.2%; 3. Nigeria: 0.6%;
4. Sri Lanka: 0.6%; 5. Argentina: 0.3%; 6. Oman: 0.3%; 7.
Pakistan: 0.3%; 8. South Africa: 0.3%; 9. Thailand: 0.3%; 10.
Zimbabwe: 0.3% (Source: Depaepe & Simon, 1996:426) Table
2.3 National provenance of authors published in rank order,
1990 to 1995 National provenance of authors (Global North)
1990 to 1995 1. Netherlands: 20.2%; 2. Germany: 17.8%; 3.
Belgium: 14.0%; 4 France: 10.1%; 5. US: 7.0% National
provenance of authors (Global South) 1990 to 1995 1. Only
1.6% of all authors in the Global South; 2. South Africa: 0.8%; 3.
Former Zaire: 0.8% (Source: Depaepe & Simon, 1996) Freeman
and Kirke (2017) deal with geographical foci in their analysis,
although the limitation of their study is that it covers English
medium journals only. Freeman and Kirke (2017:830) found that
in geographical coverage, throughout the period 1952 to 2016,
