Hovering on the periphery? ‘Decolonising’ writing for academic journals

Trahar, Sheila; Juntrasook, Adisorn; Burford, James; Kotze, Astrid von; Wildemeersch, Danny

doi:10.1080/03057925.2018.1545817

Cited by 22 publications

(13 citation statements)

References 25 publications

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“…The dominance of Northern researchers in academic publishing occurs even in fields such as African Studies, where articles by African-based scholars are less likely to be accepted for publication and less likely to be cited (Briggs and Weathers 2016). Recognition of these conditions in the field of international and comparative education has prompted initiatives to increase the number of publications by Southern researchers in international journals (Lillis et al 2010;Trahar et al 2019) and provided the impetus for the African Education Research Database project.…”

Section: Introductionmentioning

confidence: 99%

Education Research in Sub-Saharan Africa: Quality, Visibility, and Agendas

Mitchell

Rose

Asare

2020

Comparative Education Review

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This article combines large-scale bibliometric analysis of publications on education by researchers based in sub-Saharan Africa with researchers' accounts of their priorities and practice. Patterns in the thematic foci of the research from 48 countries in the region are considered from the perspective of international policy statements (the Education Sustainable Development Goal and the African Union's Agenda 2063), alongside analysis of funding, coauthorship, and citations. We find a large number of publications by these scholars in reputable journals that merit greater scholarly engagement. Furthermore, evidence presented in this article challenges claims about the dominance of Northern research agendas in sub-Saharan Africa.The authors gratefully acknowledge funding by Education Sub-Saharan Africa (ESSA) and the Jacobs Foundation; the research participants who generously gave their time; Rui da Silva for his work cataloging Portuguese language research; and the anonymous peer reviewers and others who provided valuable feedback on this article, including participants at CIES 2018, BAICE 2018, and colleagues at the REAL Centre,

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Section: Introductionmentioning

confidence: 99%

Education Research in Sub-Saharan Africa: Quality, Visibility, and Agendas

Mitchell

Rose

Asare

2020

Comparative Education Review

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“…In my thesis, I explored the ways imperialism works to prioritize one form of knowledge and position it as superior in relationship to others . This imperialism has been seen as the dominance of knowledge from the Global North over knowledge from the Global South (Trahar et al, 2019). In this intellectual imperialism, the legitimacy and acceptability of knowledge are evaluated according to standards determined by a predominately Anglophone center.…”

Section: Hegemony Of Western Knowledgementioning

confidence: 99%

“…In this intellectual imperialism, the legitimacy and acceptability of knowledge are evaluated according to standards determined by a predominately Anglophone center. For instance, the ranking of a journal often hinges on the inclusion of scholarly references originating from the Global North (Trahar et al, 2019). Often this knowledge from the Global North is considered to be "the standard," and knowledge from the non-Western world remains seen as inferior, supplementary, and peripheral.…”

Section: Hegemony Of Western Knowledgementioning

confidence: 99%

Writing a Doctoral Thesis in a Non-Western Voice

Naomi

2021

Re-Imagining Doctoral Writing

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It has been a privilege to work on this edited collection despite the fact that much of the work has taken place during a pandemic when, for many of us, our lives have been turned inside out. The series editors Terry Zawacki, Joan Mullin, Magnus Gustafsson, and Federico Navarro have been exceptionally helpful, as has been founding editor and publisher Mike Palmquist. Terry, in particular, has guided us with gentle encouragement and thoughtful suggestions throughout the process. We also thank the contributors for their work on chapters and for their collegial approach to this project. It has been a pleasure to work with you all, and we look forward to many years of collaborations in the future. We would also like to thank all the readers who read earlier drafts of pieces of this collection. We are grateful for your careful work.Cecile: I would like to acknowledge the support from Memorial University for assistance in the preparation of this manuscript and in particular for the Publications Subventions Program grant. I also want to thank my co-editors, Britt and Jamie, for a most enjoyable journey. Our virtual meetings became a highlight for me. I'm also extremely grateful to both of them for carrying the load when I became ill. They conveyed their compassion and care in multiple ways.Britt: As I type this on my phone (with one hand, while feeding my new baby), I am astounded at what can be accomplished when academics come together to care-fully collaborate. As authors and editors, we have been through births, deaths, sickness (hello Covid-19!), health, layoffs, new jobs, as well as dissertation endings (congrats!), beginnings, and somewhere in between. I am grateful to my co-editors who have sustained me in more ways than I could possibly detail. I am grateful to the authors, who gracefully took on rounds of editing and review in order to push this piece further. I am grateful to the Algonquin Nation whose territory includes the Ottawa River watershed, which nurtures and sustains my life and the lives of my kin. Finally, I am grateful to my human, Sean Botti, whose countless hours of visible and invisible labour has contributed to making this project a reality.Jamie: I am grateful to so many people who have been a part of bringing this collection together. I would like to thank my co-editors, Britt and Cecile, for their rigour, generosity, and care. The fact that we have edited this book from different corners of the world has frequently opened up interesting juxtapositions in time and season and in terms of how we think about doctoral education and writing. I am grateful to chapter authors for working with us RE-IMAGINING DOCTORAL WRITING

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“…In short, academic editors, in their activity, will have to be able to cope in a world of increasing open access dominance, with challenges, such as (i) journal indexing and metrics, measured through the number of citations per article (Tennant et al, 2019;Herteliu et al, 2017;Baffy et al, 2020;Gammelgaard, 2016); (ii) the increasing pressure for articles to explicitly indicate their "practitioner impact" (Hughes et al, 2018, p. 2); (iii) the growing preprint publication with manuscripts not previously peer-reviewed before being made publicly available (Ferreira & Serpa, 2018a;Besançon et al, 2019;Tennant et al, 2019); (iv) the presence of references of articles in social networks assessed through Altmetrics or similar indicators (Xu, 2018;Lemke et al, 2019); (v) the mega-journals, which have a focus that covers a very large number of topics, such as, for example, humanities and/or social sciences (Wakeling et al, 2017); and, finally, (vi) decolonise the international scientific publication, acknowledging that scientific quality is not present only in the Anglophone centre's model and language (Banks et al, 2018;Trahar, Juntrasook, Burford, von Kotze, & Wildemeersch, 2019). Within this context, there may be a temptation to manipulate the ranking results through excessive and unnecessary citation of a given journal's own publications (Rovira, Codina, Guerrero-Solé, & Lopezosa, 2019;Herteliu et al, 2017), for example, through "coercive citation, review articles, editorials and letters, and online queuing (i.e., the number of articles pre-posted on the web)" (Wilhite, Fong, & Wilhite, 2019, p. 1514.…”

Section: Table 1 Challenges For Academic Publishers Open Accessmentioning

confidence: 99%

Challenges for the Academic Editor in the Scientific Publication

Serpa

Sá²,

Santos

et al. 2020

AJIS

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The academic editor has been, and still is, the gatekeeper of peer-reviewed scientific publications, by being whom, ultimately, defines whether or not a manuscript can be published. At a time of profound transformation in the context of scientific publication (digital publishing, open access, preprint, open peer review,...) and the expectations, inside and outside academia, towards academic publication, this perspective paper aims to add to the discussion of the (re)formulation of the academic editor’s role, considering that he or she, in this panoply of changes, continues, and will continue to be, the ultimate guardian of the scientific quality of what is published.

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Hovering on the periphery? ‘Decolonising’ writing for academic journals

Cited by 22 publications

References 25 publications

Education Research in Sub-Saharan Africa: Quality, Visibility, and Agendas

Education Research in Sub-Saharan Africa: Quality, Visibility, and Agendas

Writing a Doctoral Thesis in a Non-Western Voice

Challenges for the Academic Editor in the Scientific Publication

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