Co-creation and the state in a global context

2020 ◽  
pp. 23-40
Author(s):  
Sue Brownill ◽  
Oscar Natividad Puig
Keyword(s):  
Civil Society ◽  
Mexico City ◽  
The South ◽  
Global Context ◽  
The World ◽  
Local Stakeholders ◽  
Global North ◽  
Global Nature ◽  
To Come ◽  
North And South

This chapter draws on debates about the need for theory to ‘see from the South’ (Watson, 2009) to critically reflect on the increasingly global nature of co-creation both as a focus for research and for initiatives from governments around the world. It explores whether current understandings of co-creation narratives, which have tended to come from the Global North, can adequately characterise and understand the experience from the South, and the resulting need to decolonise knowledge and conduct research into the diverse ways in which co-creation can be constituted. It goes on to illustrate these debates by exploring the differing contexts for co-creation created by state-civil society relations in the project’s participating countries. These show that, while distinct contrasts emerge, it is important to move beyond dichotomies of north and south to explore the spaces of participation and resistance that are created within different contexts and how these are navigated by projects and communities engaged in co-creation. The chapter draws on material from interviews with local stakeholders and academics involved in the Co-Creation project and project conferences in Rio, Mexico City and Berlin.

Reimagining higher education in the wake of COVID-19

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Zachary Simpson
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Journal Editor ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
The World ◽  
Global North ◽  
North And South

In this editorial, journal editor-in-chief, Zach Simpson, introduces the peer-reviewed articles and reflections in Volume 4, Issue 2 of the SOTL in the South journal. These papers, Zach argues, each reimagine aspects of higher education: the classroom, the curriculum, the role of SOTL and so on. In addition, the editorial addresses the current (at the time of publication) coronavirus pandemic afflicting the world, arguing that COVID-19 is not only deepening inequalities between the global North and South, but also rendering SOTL ever more important.Keywords: SOTL in the South, teaching and learning, higher educaiton, special issueHow to cite this article: Simpson, S. 2020. Reimagining higher education in the wake of COVID-19. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 1-3. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=145This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

The Politics of Debt and Europe's Relations with the 'South'

2020 ◽  
Keyword(s):  
Social Relations ◽  
Essential Feature ◽  
The South ◽  
Political Debates ◽  
Past Injustice ◽  
The Social ◽  
History Of ◽  
Global North ◽  
The Individual ◽  
North And South

While debt has the capacity to sustain social relations by joining together the two parties of a debt relation, it also contains the risk of deteriorating into domination and bargaining. Throughout history, different understandings of debt have therefore gravitated between reciprocity and domination, making it a key concept for understanding the dynamics of both social cohesion and fragmentation. The book considers the social, spatial and temporal meanings of this ambiguity and relates them to contemporary debates over debts between North and South in Europe, which in turn are embedded in a longer global history of North-South relations. The individual chapters discuss how debts incurred in the past are mobilised in political debates in the present. This dynamic is highlighted with regard to regional and global North-South relations. An essential feature in debates on this topic is the difficult question of retribution and possible ways of “paying” – a term that is etymologically connected to “pacification” – for past injustice. Against this backdrop, the book combines a discussion of the multi-layered European and global North-South divide with an effort to retrieve alternatives to the dominant and divisive uses of debt for staking out claims against someone or something. Discovering new and forgotten ways of thinking about debt and North-South relations, the chapters are divided into four sections that focus on 1) debt and social theory, 2) Greece and Germany as Europe’s South and North, 3) the ‘South’ between the local, the regional and the global, and 4) debt and the politics of history.

Decolonising cities of the global South in the classroom and beyond

2020 ◽  
Vol 91 (5) ◽  
pp. 535-552
Author(s):  
Astrid Wood
Keyword(s):  
Global South ◽  
Colonial Literature ◽  
The South ◽  
Post Colonial ◽  
The North ◽  
The World ◽  
North And South

In the post-colonial context, the global South has become the approved nomenclature for the non-European, non-Western parts of the world. The term promises a departure from post-colonial development geographies and from the material and discursive legacies of colonialism by ostensibly blurring the bifurcations between developed and developing, rich and poor, centre and periphery. In concept, the post-colonial literature mitigates the disparity between cities of the North and South by highlighting the achievements of elsewhere. But what happens when we try to teach this approach in the classroom? How do we locate the South without relying on concepts of otherness? And how do we communicate the importance of the South without re-creating the regional hierarchies that have dominated for far too long? This article outlines the academic arguments before turning to the opportunities and constraints associated with delivering an undergraduate module that teaches post-colonial concepts without relying on colonial constructs.

Why We Need a New Kind of Higher Education

2017 ◽  
Author(s):  
Stephen M. Kosslyn ◽  
Ben Nelson
Keyword(s):  
Higher Education ◽  
Creative Thinking ◽  
Practical Knowledge ◽  
Effective Interaction ◽  
Significant Problem ◽  
Global Context ◽  
The World ◽  
To Come ◽  
Curricular Model ◽  
Enhance Student Learning

Minerva is a response to problems that beset higher education writ large. We focus in large part on the most significant problem, which centers on the value of higher education. We address this problem by teaching “practical knowledge,” which is knowledge the students can use to achieve their goals. Practical knowledge is rooted in critical thinking, creative thinking, effective communication and effective interaction. We also have considered in depth how to teach this material effectively; all of our pedagogy is informed by the science of learning, which has led us to develop new forms of active learning. In addition, we have developed a software platform that supports our unique pedagogical and curricular model. This platform provides tools that not only facilitate teaching but also--and more importantly--enhance student learning. Furthermore, we believe that the future is increasingly international and thus our students learn to use practical knowledge in a global context. To achieve this, no one nationality is a majority—so students learn from each other—and students live and study together in up to seven different cities around the world. Finally, the Minerva talent agency supports our students from the beginning of their tenure through their post-graduate career, helping them succeed for many years to come.

Towards a Theory of Social Assistance

2018 ◽  
pp. 335-353
Author(s):  
Lutz Leisering
Keyword(s):  
Social Security ◽  
Social Assistance ◽  
Cash Transfers ◽  
Political Support ◽  
Social Citizenship ◽  
The South ◽  
Positive Effects ◽  
Global North ◽  
Social Cash Transfers ◽  
North And South

This chapter sets out a theory of social assistance (including social cash transfers), which covers both the global North and South, and discusses the future of income security in the South beyond social cash transfers. It is argued that social assistance constitutes a small but vital component of social security and social citizenship—‘residual but fundamental’. It is further argued that social assistance is ‘fundamental but not comprehensive’, i.e. the challenge of universalizing social citizenship extends beyond relieving poverty. To confront the problem of inequality and get the middle classes on board, cash transfers need to be embedded in a broader, multi-tiered architecture of social security, which increases political support also for cash transfers. Still, despite the fundamental contributions of social assistance and the positive effects of cash transfers in many countries of the South, these programmes remain Janus-faced, entailing inclusions and exclusions, recognition and stigma, autonomy and social control.

Raising African Voices in the Global Dialogue on Care-Leaving and Emerging Adulthood

2019 ◽  
Vol 8 (1) ◽  
pp. 6-15 ◽  
Author(s):  
Adrian Du Plessis van Breda ◽  
John Pinkerton
Keyword(s):  
Emerging Adulthood ◽  
Special Issue ◽  
The South ◽  
African Experience ◽  
Global North ◽  
North And South

Globalization of knowledge and scholarship raises the challenges of dialogue between Global North and South. Northern knowledge and voice remain privileged, while writing from the South often goes unread. This is true also in emerging adulthood and care-leaving scholarship. The special issue of Emerging Adulthood titled “Care-Leaving in Africa” is the first collection of essays on care-leaving by African scholars. It presents both care-leaving and emerging adulthood scholars from the Global North a unique opportunity to consider the implications of a rising African voice for global dialogue. This article, coauthored by scholars from North and South, argues in favor of North–South dialogue but highlights several challenges inherent in this, including the indigenizing and thus marginalizing of African experience and scholarship and divergent constructions of key social concepts. The authors argue the need for mutually respectful discourse between North and South and present specific recommendations for fostering such global dialogue.

scholarly journals Precarity North and South: A Southern Critique of Guy Standing

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Ben Scully
Keyword(s):  
Recent Work ◽  
Global South ◽  
Precarious Work ◽  
New Politics ◽  
Central Focus ◽  
The World ◽  
History Of ◽  
Global North ◽  
North And South

<p>Guy Standing is among the most provocative and influential analysts of the rise of precarious work around the world. His writing is part of a wave of global labour studies that has documented the spread of precarious work throughout the Global North and South. However, this article argues that by treating precarity around the world as a single phenomenon, produced by globalisation, the work of Standing and others obscures the different and much longer history of precarious work in the Global South. This article shows how many of the features that Standing associates with the contemporary “precariat” have long been widespread among Southern workers. This longer history of precarity has important implications for contemporary debates about a new politics of labour, which is a central focus of Standing’s recent work.</p>

scholarly journals In Search of the Global East: Thinking between North and South

2020 ◽  
Vol 19 (3) ◽  
pp. 19-43
Author(s):  
Martin Müller
Keyword(s):  
Cold War ◽  
Global South ◽  
Interstitial Position ◽  
Strategic Essentialism ◽  
The World ◽  
Global Connections ◽  
Global North ◽  
The Cold War ◽  
North And South ◽  
Global Relations

Carving up the world into Global North and Global South has become an established way of thinking about global difference since the end of the Cold War. This binary, however, erases what this paper calls the Global East — those countries and societies that occupy an interstitial position between North and South. This paper problematizes the geopolitics of knowledge that has resulted in the exclusion of the Global East, not just from the Global North and South, but from notions of globality in general. It argues that we need to adopt a strategic essentialism to recover the Global East for scholarship. To that end, it traces the global relations of IKEA’s bevelled drinking glass to demonstrate the urgency of rethinking the Global East at the heart of global connections, rather than separate from them. Thinking of such a Global East as a liminal space complicates the notions of North and South towards more inclusive but also more uncertain theorizing.

Development Education in the Age of COVID-19 and Climate Change

2022 ◽  
pp. 472-492
Author(s):  
Stephen McCloskey
Keyword(s):  
Social Needs ◽  
Active Citizenship ◽  
Development Education ◽  
South Central ◽  
Poverty And Inequality ◽  
The Social ◽  
The World ◽  
Global North ◽  
Climate Crisis ◽  
North And South

Development education (DE) is a radical learning pedagogy that combines analysis, discussion, and action to engage the learner in active citizenship toward positive social change. This chapter discusses the contribution that DE and other related ‘educations' can make to mitigating the climate crisis and addressing the growing levels of poverty and inequality in the global North and South. Central to this discussion is the neoliberal economic model that has driven ‘development' since the 1970s and placed the needs of the market above the social needs of citizens. This has become particularly apparent during the coronavirus pandemic which has overwhelmed the health services of countries across the world. The chapter argues for a more sustainable form of development based on de-growth and a Green New Deal.

The Problem of Failure in American History

2020 ◽  
pp. 249-264
Keyword(s):  
African American ◽  
Civil War ◽  
American History ◽  
The Other ◽  
Shared Understanding ◽  
The South ◽  
The Past ◽  
The North ◽  
To Come ◽  
North And South

C. Vann Woodward’s lecture compares two commemorations of the Civil War fifty years apart, one in 1911 and the other in 1961. The first one reflected sectional reunification predicated on a shared understanding of the tragic nature of war but also a sense that the conflict had solved the problem of sectional animosity. In so doing Woodward notes that whites in the North and South could only accomplish this by excluding meaningful African-American participation. The lecture then outlines the cycles of Reconstruction historiography, and looks at the dual psychological traumas the North and South experienced in the aftermath of Reconstruction. Woodward maintains that after the North emerged victorious from the war it failed to live up to its ideals, leaving wracked guilt, self-criticism, and remorse. The South emerged with a predilection for extortion, indignation, and extreme bellicosity, consistently blaming its own weaknesses on Reconstruction. Woodward suggests that historians should act as therapists, enabling the nation to come to terms with the psychological traumas triggered by the past.

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