North – South? Pitfalls of dividing the world by words

Eckl, Julian; Weber, Ralph

doi:10.1080/01436590601081732

Cited by 33 publications

(29 citation statements)

References 4 publications

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“…The second finding-that there are significant divergences among different sectors in both the global North and the global South-again confirms that the global South as a homogenous entity does not exist (Eckl and Weber, 2007) and suggests the need for greater understanding of the different reasons that are behind cities' inclusion in global networks. A more in-depth study New Maps, New Questions 301 of location strategies might bring answers here.…”

Section: New Maps New Questionssupporting

confidence: 54%

New Maps, New Questions: Global Cities Beyond the Advanced Producer and Financial Services Sector

et al. 2012

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This article broadens the discussion of cities as strategic sites in which global activities are organized. It deploys methodology commonly used to study the distribution and disproportionate concentration of advanced producer and financial services firms in order to study the office distribution of global nongovernmental organizations (NGOs) and global energy corporations. It then compares the distribution of those offices to that of advanced producer and financial services firms, using data from the Global and World Cities Research Network, further discovering what cities are strategic sites in all three networks, in any combination of two networks, and in only one network. Attending to the convergence and divergence of such networks opens a door to the study of network logic-the underlying dynamics of network functioning-instead of limiting the study to network structure or composition while also permitting a multi-sectoral measurement of globality.

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Section: New Maps New Questionssupporting

confidence: 54%

New Maps, New Questions: Global Cities Beyond the Advanced Producer and Financial Services Sector

et al. 2012

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“…A few remarks of importance here. Eckl and Weber (2007), amongst others, argue that scholars who divides the world by wordse.g. North-South, developed countries-developing countries, et ceterais running the risk of reproducing the very distinctions between people that they simultaneously claim to criticise.…”

Section: Biopolitical Scholarship On (Education For) Sustainable Devementioning

confidence: 99%

Segmented prizing: biopolitical differentiation in education for sustainable development

Knutsson

2019

Compare: A Journal of Comparative and International Education

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Prizes and awards have received limited attention in scholarly research. The present paper engages with the prestigious UNESCO-Japan Prize on Education for Sustainable Development, which annually honours three outstanding projects related to education for sustainable development (ESD). Drawing on biopolitical theory, the paper explores what this prize can tell us about the global community's quest for sustainable development. While the award is global in scope and alludes to humanity's joint responsibility for the planet, the analysis shows that the winning organisations approach rich and poor populations around the world in entirely different ways; assigning to them different roles, responsibilities and lifestyles. ESD discourse thus displays a remarkable ability to accommodate the lifestyle divide that separates rich and poor; suggesting that inequality has become effectively normalised. Ultimately it is argued that differentiating practices in the global implementation of ESD constitutes an urgent area of further research for comparative and international education.

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“…Often, the division between these worlds is conceptualized as the difference between the global North and the global South. However, this conceptualization is in a way misguiding, since it is not only about the geographical location but also about the conceptual understanding of the world (Eckl and Weber 2007). Using binary categories also risk contributing to the making of difference.…”

Section: Introductionmentioning

confidence: 99%

Science, Coloniality, and “the Great Rationality Divide”

Ideland

2018

Sci & Educ

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This article aims to analyze how science is discursively attached to certain parts of the world and certain Bkinds of people,^i.e., how scientific knowledge is culturally connected to the West and to whiteness. In focus is how the power technology of coloniality organizes scientific content in textbooks as well as how science students are met in the classroom. The empirical data consist of Swedish science textbooks. The analysis is guided by three questions: (1) if and how the colonial history of science is described in Swedish textbooks; (2) how history of science is described; (3) how the global South is represented. The analysis focuses on both what is said and what is unsaid, recurrent narratives, and cultural silences. To discuss how coloniality is organizing the idea of science eduation in terms of the science learner, previous studies are considered. The concepts of power/knowledge, epistemic violence, and coloniality are used to analyze how notions of scientific rationality and modernity are deeply entangled with a colonial way of seeing the world. The analysis shows that the colonial legacy of science and technology is not present in the textbooks. More evident is the talk about science as development. I claim that discourses on scientific development block out stories problematizing the violence done in the name of science. Furthermore, drawing on earlier classroom studies, I examine how the power of coloniality organize how students of color are met and taught, e.g., they are seen as in need of moral fostering rather than as scientific literate persons.

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North – South? Pitfalls of dividing the world by words

Cited by 33 publications

References 4 publications

New Maps, New Questions: Global Cities Beyond the Advanced Producer and Financial Services Sector

New Maps, New Questions: Global Cities Beyond the Advanced Producer and Financial Services Sector

Segmented prizing: biopolitical differentiation in education for sustainable development

Science, Coloniality, and “the Great Rationality Divide”

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