COMPARE Forum: The idea of North-South and South-South collaboration

The idea of having a Compare Forum focusing on the above title was first discussed with one of the Editors of Compare during a PhD defence in Oslo in 2011. The PhD dissertation itself was linked to a larger project in which researchers from the North (Norway) and the South (South Africa) had been collaborating in educational research for over 10 years. Despite the fact that North-South collaboration is not a new issue on the agenda (King 1985) it is still a timely topic to explore, particularly given the recent growth and moves towards North-South-South collaboration or even South-South Cooperation in Education and Development (Chisholm and Steiner-Khamsi 2009). Thus, any discussion of research collaboration, whether North-South or South-South, is seen as an ideal topic for comparative education, particularly when exploring why there should be collaboration at all and if so what are some of the challenges. While it may be argued that the difference between North-South and South-South collaboration may simply be a question of geography, King (1985) reminds us that collaboration is not necessarily between equals and that collaboration at times ‘appears to be a process initiated in the North, and in which the South participates, as a counterpart’ (184). Ultimately, the differences go beyond simple geographic location to issues of funding and power, something that each of the contributions will touch upon in their own way. While cooperation may mean working with someone, it does suggest that one partner provides information or resources to the other, while collaboration suggests a more equal partnership in which researchers work alongside each other. For the majority of our contributors, we use collaboration as opposed to cooperation, although the literature is not always so clear on this distinction.Web of Scienc

Auxiliary Armed Forces and Innovations in Security Governance in Mozambique’s Civil War

Who rules during the civil war? This article argues that the concept of armed group governance must be expanded to include auxiliary armed forces linked to rebels or the government. Comparing the organization of rebel and government auxiliaries, the article demonstrates that security governance during war is never static, but evolves over time. Evidence from the civil war in Mozambique (1976–1992) shows that the auxiliary’s origin shapes its initial level of autonomy. Second, auxiliary contribution to battlefield success of one side may induce innovations adopted by auxiliaries on the other. Both have distinct consequences for the nature of governance.The Institutions of Politics; Design, Workings, and implications ( do not use, ended 1-1-2020

Educación, conocimientos indígenas y desarrollo en el sur global : cuestionando los conocimientos para un futuro sostenible

El enfoque de este libro es el rol hegemónico de la llamada epistemología modernista Occidental que se extendió en los albores del colonialismo y del sistema capitalista económico, y su exclusión y rechazo de otras epistemologías. La preocupación de este libro es cómo la dominación de la epistemología Occidental ha tenido un gran impacto en la construcción de la identidad del Otro, y cómo los pueblos del Sur han sido marginados y subordinados a través de la epistemología Occidental