Global South-North Dichotomies in Higher Education

Vander Tavares is Associate Professor at Inland Norway University of Applied Sciences, Norway. His latest edited book on social justice and equality in Norwegian higher education will be published in 2025 with Routledge.

A must for all educators, this volume offers a critically reflexive perspective on the need to reconceptualize the “Global North-Global South” dichotomy. Its multitheoretical, methodological and disciplinary approach enables exciting opportunities to reimagine decolonial futures in and through education. Roopa Desai Trilokekar Associate Professor, York University, Canada This is a compelling, thought-provoking contribution to international and higher education discourse. The book offers diverse, necessary, and valuable perspectives on key debatable issues that frame the scholarship of decolonisation and the broader debate on the Global South/North dichotomy. Nokhanyo Nomakhwezi Mdzanga Associate Professor, University of the Western Cape, South Africa

• Introduction: Problematizing Global South-Global North Dichotomies in International and Higher Education; Part I: Rethinking Foundational Concepts in International and Higher Education; 1. Locating “The International” in Higher Education; 2. Ten-Stage Transcendence of the North/South Illusion; Part II: Recognizing Existing Spaces Beyond Dichotomies; 3. Challenging the South-North Dichotomy in International Partnerships: Beyond Global South and North; 4. Not North, Not South, But Pacific: How the Pacific Asia Region Challenges the Western Global Order Categorizations; 5. China as an Academic Semi-Periphery: Bridging International Doctoral Education Between Global South and Global North?; Part III: Critical and Decolonial Insights on Academic Collaboration; 6. The Global North-South Researcher Contemporary Peculiarities: A Tale of Two Realities; 7. Shifting the Collaboration Paradigm: Towards Decolonization Through Refugee-Led Research; Part IV: Promoting Intercultural Dialogue at Home; 8. Intercultural Dialogue in an Academic Writing Group: Building Bridges Between Doctoral Students from the Global South, the Global North, and Beyond; 9. Advancing a Pedagogy of Internationalization from a Critical Lens: Internationalization at Home Alternatives to Equip Brazilian Faculty and Foster Intercultural Dialogue; Part V: Indigenous Epistemologies and Experiences for North-South Collaboration; 10. Integrating Indigenous Learning for Holistic Approaches in Teacher Education; 11. Chicana Epistemology and Dialectical Thought: Bridging Theories of the South and North Towards Place-Based Transformation