Citation

North-South-South research partnerships : A transformative modality for higher education development cooperation?

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Abstract:

Over the last 30 years, international development assistance originating in the Global North and directed at the Global South has been critiqued for perpetuating substantive and structural asymmetries and dependencies, particularly in the realms of knowledge production, control, and legitimation (King, 1990; Escobar, 1995 & 2005; Samoff & Carroll, 2004). These critiques contend that international power structures have historically privileged Northern development ideologies by subverting alternative forms of knowledge within the academy and the international development sector (Strange, 1988; Cox, 1987; Escobar, 1995; Weiler, 1984). Research indicates that bilateral research cooperation between higher education institutions and researchers in more- and less- developed countries has resulted in asymmetrical benefits and outcomes in favor of Northern actors (Bradley, 2007; King, 1995; Crossley, 2003). In response to these critiques and in conjunction with the strengthened Southern presence in the international environment, mainstream development actors have increasingly recognized South-South Cooperation as a viable development modality. As a result, Northern development agencies are incorporating the modality in the form North-South-South (NSS) trilateral cooperation, with one such agency, the Norwegian Universities’ Committee on Development Research with Developing Countries (NUFU), building it into their research partnership portfolio in Sub-Saharan Africa.
The proposed study will examine and evaluate the planning, implementation and impact of NUFU’s NSS research programme in Sub-Saharan Africa through an in-depth qualitative case study of one NSS research network. The project will evaluate the consequences and implications of the NSS approach for both Northern and Southern higher education institutions and researchers, as well as for development researchers, practitioners and policy-makers. Incorporating International Political Economy and Anti-Colonial theory into the project’s conceptual framework, the evaluation of the NSS modality will draw out broader implications relating to the role of knowledge as a core structure of the global political economy in the 21st century (Cox, 1987 & 2002; Strange, 1988; Hettne; 1995). The project will examine and problematize the international knowledge hierarchies historically associated with processes of knowledge production, dissemination, and management, and their impact on development assistance practice and ideology, as well the creation of sustainable endogenous research systems in developing countries.
Project data will be collected and triangulated through four primary means: literature review, document analysis, informant interviews and in situ ethnographic observation. The first phase of the project will examine the academic literature and agency documentation evaluating North-South research partnerships and the growing role of South-South collaboration in development assistance practices and theory. This will establish key criteria for comparison when examining the NSS modality by problematizing asymmetries between Northern and Southern actors. The second phase of the project will involve in-depth interviews and observation of administrators, researchers, and programme managers at NUFU and Southern sites. Using the criteria established in the first phase, interviews and observations seek to understand the key contextual experiential variables of the case study units. Data will be triangulated in order to determine and evaluate the implications of NSS cooperation for Southern higher education institutions and research in relation to the historical aid and knowledge structures outlined above.

Most Common Document Word Stems:

south (24), develop (21), intern (17), research (16), educ (16), global (14), polit (13), world (11), studi (11), cox (11), knowledg (11), north (11), order (11), relat (10), structur (10), cooper (9), power (9), theori (8), economi (8), coloni (8), 2004 (8),

Author's Keywords:

Higher Education for Development; Development Research Partnerships; Political Sociology of Knowledge
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Name: 54th Annual Conference of the Comparative and International Education Society
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URL: http://citation.allacademic.com/meta/p398381_index.html
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MLA Citation:

Weinirb, Julian. "North-South-South research partnerships : A transformative modality for higher education development cooperation?" Paper presented at the annual meeting of the 54th Annual Conference of the Comparative and International Education Society, Palmer House Hotel, Chicago, Illinois, Feb 28, 2010 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p398381_index.html>

APA Citation:

Weinirb, J. , 2010-02-28 "North-South-South research partnerships : A transformative modality for higher education development cooperation?" Paper presented at the annual meeting of the 54th Annual Conference of the Comparative and International Education Society, Palmer House Hotel, Chicago, Illinois Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p398381_index.html

Publication Type: New Scholars Committee Dissertation
Review Method: Peer Reviewed
Abstract: Over the last 30 years, international development assistance originating in the Global North and directed at the Global South has been critiqued for perpetuating substantive and structural asymmetries and dependencies, particularly in the realms of knowledge production, control, and legitimation (King, 1990; Escobar, 1995 & 2005; Samoff & Carroll, 2004). These critiques contend that international power structures have historically privileged Northern development ideologies by subverting alternative forms of knowledge within the academy and the international development sector (Strange, 1988; Cox, 1987; Escobar, 1995; Weiler, 1984). Research indicates that bilateral research cooperation between higher education institutions and researchers in more- and less- developed countries has resulted in asymmetrical benefits and outcomes in favor of Northern actors (Bradley, 2007; King, 1995; Crossley, 2003). In response to these critiques and in conjunction with the strengthened Southern presence in the international environment, mainstream development actors have increasingly recognized South-South Cooperation as a viable development modality. As a result, Northern development agencies are incorporating the modality in the form North-South-South (NSS) trilateral cooperation, with one such agency, the Norwegian Universities’ Committee on Development Research with Developing Countries (NUFU), building it into their research partnership portfolio in Sub-Saharan Africa.
The proposed study will examine and evaluate the planning, implementation and impact of NUFU’s NSS research programme in Sub-Saharan Africa through an in-depth qualitative case study of one NSS research network. The project will evaluate the consequences and implications of the NSS approach for both Northern and Southern higher education institutions and researchers, as well as for development researchers, practitioners and policy-makers. Incorporating International Political Economy and Anti-Colonial theory into the project’s conceptual framework, the evaluation of the NSS modality will draw out broader implications relating to the role of knowledge as a core structure of the global political economy in the 21st century (Cox, 1987 & 2002; Strange, 1988; Hettne; 1995). The project will examine and problematize the international knowledge hierarchies historically associated with processes of knowledge production, dissemination, and management, and their impact on development assistance practice and ideology, as well the creation of sustainable endogenous research systems in developing countries.
Project data will be collected and triangulated through four primary means: literature review, document analysis, informant interviews and in situ ethnographic observation. The first phase of the project will examine the academic literature and agency documentation evaluating North-South research partnerships and the growing role of South-South collaboration in development assistance practices and theory. This will establish key criteria for comparison when examining the NSS modality by problematizing asymmetries between Northern and Southern actors. The second phase of the project will involve in-depth interviews and observation of administrators, researchers, and programme managers at NUFU and Southern sites. Using the criteria established in the first phase, interviews and observations seek to understand the key contextual experiential variables of the case study units. Data will be triangulated in order to determine and evaluate the implications of NSS cooperation for Southern higher education institutions and research in relation to the historical aid and knowledge structures outlined above.


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