North–South–South collaboration as a context for collaborative learning and thinking with alternative knowledges

Abstract

This article discusses North–South–South higher education collaboration as a context for development education. We analyse an intensive course on qualitative research methods and culturally responsive education organized by a network of five universities from global South and global North. The course aimed to enhance qualitative understanding of quality learning and educational practices through approaches of contextual and cultural relevance, in line with Sustainable Development Goal 4 (SDG4). The course initiated a research-focused learning dialogue among students and researchers and encouraged participants to reflect and critique their views and to engage with alternative knowledges. Analysis of participants' course feedback highlights the opportunities and limits of North– South–South collaboration for enhancing contextual, cultural and epistemological awareness for a better understanding of quality education.

Global Learning for Sustainable Development: A Historical Review

“…Riitaoja et al [75] investigate opportunities and limits for collaborative learning and knowledge building in the context of a North-South-South higher education collaboration. The collaboration involved student and teacher exchanges, an online course, an intensive course, network meetings, and administrative visits over a four-year period.…”

“…To justify the collaborative costs that collaboration entails, it is therefore important to carefully consider the objectives of such collaboration and pay sufficient attention to the forms it takes. For instance, research has shown that when young people from the global North spend time abroad or engage in volunteering projects, the experience can be transformative, but in many cases experiences are shallow [75,79,81], and work may be framed within a patronizing notion of "aid". Similarly, when students from the global South study at Northern universities or schools, they are seldom offered opportunities to express their own concerns or engage in deep dialogues.…”

‘I am not only beneficial to the community but to the entire country, I am trained as a researcher now’. Developing health research skills in low-income countries: the power of a North-South-South partnership

“…Most research partnerships between HEIs in the North and South have included two partners, but a number of research partnerships have been established more recently with one partner in the North and two or more partners in the South. Recent research exploring these North-South-South partnerships shows that the three-way partnership is important as it facilitates contextually relevant knowledge and skills sharing, shifting the focus from the North capacity-building the South [11]. Funds and research skills development are required to support sustainable southern research centres for southern partners to initiate their own health research projects and break the cycle of running after funding provided by northern donors at the expense of addressing local research gaps [12].…”