HED4805
Assignment 2 2025
Unique number: 173892
Due Date: 20 June 2025
This document includes:
Helpful answers and guidelines
Detailed explanations and/ or calculations
References
Connect with the tutor on
+27 68 812 0934
,© Study Shack 2025. All rights Reserved +27 68 812 0934
, 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
© Study Shack 2025. All rights Reserved +27 68 812 0934
Assignment 2 2025
Unique number: 173892
Due Date: 20 June 2025
This document includes:
Helpful answers and guidelines
Detailed explanations and/ or calculations
References
Connect with the tutor on
+27 68 812 0934
,© Study Shack 2025. All rights Reserved +27 68 812 0934
, 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
© Study Shack 2025. All rights Reserved +27 68 812 0934
