将非洲从全球知识边缘移开:AJOL的案例研究

Susan R. Murray
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引用次数: 6

摘要

在“纸为中心”时代(当时出版和书面交流完全以纸张为基础),参考书目在教育和研究中发挥了至关重要的作用,作为一种工具,它使人们能够系统地了解已发表的正式研究成果,并知道如何找到这些成果。实际上,获取参考书目中总结的内容对非洲学者来说通常是一个挑战,然而,由于非洲机构普遍受到大量资源短缺的困扰(除了南非的大型大学和其他非洲国家的少数大学)。这导致书目,即使是国家书目,也只是非洲人未实现的愿望清单,而不是帮助获取现成内容的指南。几十年来,非洲大陆和欠发达国家对高等教育的投资不足,部分原因是世界银行55年来的政策确定高等教育对发展中国家的经济增长不重要,1导致了在互联网出现之前就已经根深蒂固的全球学术信息鸿沟。现代期刊出版在非洲还很年轻,基本上是后殖民时期的。在20世纪70年代末和80年代初的高等教育危机中,它遭受了不成比例的损失。20世纪80年代也是许多发展中国家的经济困难时期,因此非洲学术研究和传播的复苏受到抑制。至少在2000年之前,国际发展团体鼓励非洲政府相对忽视高等教育。对发展中国家政府具有重大影响力的世界银行一直认为,对于经济发展而言,中小学教育比高等教育更重要。1985年至1989年,世界银行在全球教育部门的支出占高等教育支出的17%,但1995年至1999年,这一数字降至7%
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Moving Africa away from the global knowledge periphery: a case study of AJOL
Introduction Bibliographies played a crucial role in education and research during the 'papyrocentric5 era (when publishing and written communication were solely paper-based) as tools that allowed people to maintain systematic awareness of published formal research outputs of interest, and of how to locate these. Actually accessing the content summarized in bibliographies was often, if not usually, a challenge for African academics, however, due to African institutions being generally beset by substantial resource scarcity (with the exception of the larger universities in South Africa, and a handful in other African countries). This resulted in the bibliography, even a national one, being something of an unfulfilled wish list for Africans rather than a guide to assist access to readily available content. Decades of underinvestment in higher education on the African continent, and less developed countries in general, partly due to a 55-year World Bank policy determining that higher education was unimportant for economic growth in developing countries,1 resulted in a global scholarly information divide already entrenched before the advent of the internet. Modern journal publishing is young within Africa, and essentially postcolonial. It suffered disproportionately from the crises in higher education in the late 1970s and early 1980s. The 1980s were also an economically difficult time for many developing countries, so recovery in African scholarly research and communication was stifled. Until at least 2000, 'the international development community encouraged African governments' relative neglect of higher education. The World Bank, which exercises significant influence over developing country governments, has long believed that primary and secondary schooling are more important than tertiary education for economic development'. The World Bank's global education-sector spending was 17 per cent on higher education from 1985 to 1989, but this figure dropped to just 7 per cent from 1995 to 1999.2
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