{"title":"南非的文献计量殖民主义:对认可期刊索引的批判性审查","authors":"Savo Heleta, Pedro Mzileni","doi":"10.25159/1947-9417/16020","DOIUrl":null,"url":null,"abstract":"Bibliometric coloniality refers to the system of domination of global academic publishing by bibliometric indexes based in the Global North, which serve as gatekeepers of academic relevance, credibility, and quality. These indexes are dominated by journals from Europe and North America. Due to bibliometric coloniality, scholarly platforms and academic research from the African continent and much of the Global South are largely invisible on the global stage. In this article, we analyse the geographic coverage of five international indexes that are part of the Department of Higher Education and Training’s (DHET) lists of accredited journals in South Africa, and unpack systemic and structural factors behind the DHET’s choices. Our analysis shows that the DHET’s lists of accredited journals propagate and value academic journals based in the Global North as credible platforms for dissemination of knowledge, while erasing the African continent and Global South. This way, the DHET is directly reinforcing global bibliometric coloniality and contributing to the maintenance of Euro-American epistemic hegemony. We argue that South Africa, as Africa’s top producer of scholarly output, should lead the process of dismantling bibliometric coloniality and promoting African knowledge platforms. Working closely with other African countries and the African Union on the creation of an African scholarly index would be the first step in this process. However, neoliberalisation of higher education and the lack of political will to tackle coloniality of knowledge are preventing this from happening.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Bibliometric Coloniality in South Africa: Critical Review of the Indexes of Accredited Journals\",\"authors\":\"Savo Heleta, Pedro Mzileni\",\"doi\":\"10.25159/1947-9417/16020\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Bibliometric coloniality refers to the system of domination of global academic publishing by bibliometric indexes based in the Global North, which serve as gatekeepers of academic relevance, credibility, and quality. These indexes are dominated by journals from Europe and North America. Due to bibliometric coloniality, scholarly platforms and academic research from the African continent and much of the Global South are largely invisible on the global stage. In this article, we analyse the geographic coverage of five international indexes that are part of the Department of Higher Education and Training’s (DHET) lists of accredited journals in South Africa, and unpack systemic and structural factors behind the DHET’s choices. Our analysis shows that the DHET’s lists of accredited journals propagate and value academic journals based in the Global North as credible platforms for dissemination of knowledge, while erasing the African continent and Global South. This way, the DHET is directly reinforcing global bibliometric coloniality and contributing to the maintenance of Euro-American epistemic hegemony. We argue that South Africa, as Africa’s top producer of scholarly output, should lead the process of dismantling bibliometric coloniality and promoting African knowledge platforms. Working closely with other African countries and the African Union on the creation of an African scholarly index would be the first step in this process. However, neoliberalisation of higher education and the lack of political will to tackle coloniality of knowledge are preventing this from happening.\",\"PeriodicalId\":44983,\"journal\":{\"name\":\"Education As Change\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2024-07-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education As Change\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.25159/1947-9417/16020\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education As Change","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.25159/1947-9417/16020","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Bibliometric Coloniality in South Africa: Critical Review of the Indexes of Accredited Journals
Bibliometric coloniality refers to the system of domination of global academic publishing by bibliometric indexes based in the Global North, which serve as gatekeepers of academic relevance, credibility, and quality. These indexes are dominated by journals from Europe and North America. Due to bibliometric coloniality, scholarly platforms and academic research from the African continent and much of the Global South are largely invisible on the global stage. In this article, we analyse the geographic coverage of five international indexes that are part of the Department of Higher Education and Training’s (DHET) lists of accredited journals in South Africa, and unpack systemic and structural factors behind the DHET’s choices. Our analysis shows that the DHET’s lists of accredited journals propagate and value academic journals based in the Global North as credible platforms for dissemination of knowledge, while erasing the African continent and Global South. This way, the DHET is directly reinforcing global bibliometric coloniality and contributing to the maintenance of Euro-American epistemic hegemony. We argue that South Africa, as Africa’s top producer of scholarly output, should lead the process of dismantling bibliometric coloniality and promoting African knowledge platforms. Working closely with other African countries and the African Union on the creation of an African scholarly index would be the first step in this process. However, neoliberalisation of higher education and the lack of political will to tackle coloniality of knowledge are preventing this from happening.
期刊介绍:
Education as Change is an accredited, peer reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. Critique, mainly understood in the tradition of critical pedagogies, is a constructive process which contributes towards a better world. Contributions from and about marginalised communities and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.