The Global South and comparative and international education: A Leitmotif is an open-access book published by AOSIS Scholarly Books.

This book proposes and unpacks the construct ‘Criticism against Northern hegemony in the scholarly field of comparative and international education’ as bringing together a number of related strands in the field and as showing a promising future trajectory for the evolution of the field, namely the affirmation of the Global South. This construct captures a significant amount of what leading scholars in the field of comparative and international education are currently engaged with. It also expresses a view of both the current epoch of education as well as of the societal contextual imperatives shaping education. Criticism against Northern hegemony in the field comes to the fore in a number of related strands in the current discourse in the field.

This scholarly book originates from the Research Unit of Human Rights Education in Diversity at North-West University, South Africa, where the author is affiliated. The book is grounded in the Creed for Human Rights. From this perspective, the book advocates for a new phase in the historical development of the field, with a focus on advancing the affirmation of the Global South as a central moral foundation. The author envisions that this shift will represent a significant advancement in comparative and international education, propelling it to an unprecedented stage of value and importance.

Copyright (c) 2024 Charl C Wolhuter (Author)

In the realm of comparative and international education, scholars are challenging the dominance of Northern perspectives. This book explores the myriad criticisms levelled against this hegemony, spanning issues such as development models, foreign aid, neoliberal economics, and calls for decolonisation. It also examines racism in education and advocates forthe recognition of indigenous knowledge systems. As the Global South gains prominence on the global stage, this scholarly book argues for a more equitable representation in the field. Offering a comprehensive survey of these critiques, the author proposes a path forward towards a new phase in comparative and international education, marked by the empowerment of the Global South.