Transnational research capacity building: Whose standards count? Construction de capacité de recherche transnationale: les normes de qui comptent?
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Transnational research capacity building: Whose standards count? Construction de capacité de recherche transnationale: les normes de qui comptent? / Madsen, Lene Møller; Adriansen, Hanne Kirstine Olesen.
In: Critical African Studies, Vol. 13, No. 1, 2021, p. 49-55.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Transnational research capacity building: Whose standards count?
T2 - Construction de capacité de recherche transnationale: les normes de qui comptent?
AU - Madsen, Lene Møller
AU - Adriansen, Hanne Kirstine Olesen
PY - 2021
Y1 - 2021
N2 - This essay explores transnational capacity building projects to highlight some of the structural and processual challenges in decolonizing institutional spaces and power structures. We offer a view from the Global North by drawing on our own experiences of such projects and argue that issues of coloniality in research capacity-building projects must be understood together with the concepts of dependency and universality of knowledge. Two examples are used to question who defines excellence and relevance at African universities. We conclude that many collaborative projects regard scientific knowledge and notions of excellence and standards as universal and therefore transferable without considering an African academic context. Moreover, the mobility of scholars leads to the mobility of knowledge and norms, which may emphasise the notion of universality. More research from the Global South is needed to illustrate how the paradoxes and dilemmas of international research collaboration and capacity building are experienced and understood
AB - This essay explores transnational capacity building projects to highlight some of the structural and processual challenges in decolonizing institutional spaces and power structures. We offer a view from the Global North by drawing on our own experiences of such projects and argue that issues of coloniality in research capacity-building projects must be understood together with the concepts of dependency and universality of knowledge. Two examples are used to question who defines excellence and relevance at African universities. We conclude that many collaborative projects regard scientific knowledge and notions of excellence and standards as universal and therefore transferable without considering an African academic context. Moreover, the mobility of scholars leads to the mobility of knowledge and norms, which may emphasise the notion of universality. More research from the Global South is needed to illustrate how the paradoxes and dilemmas of international research collaboration and capacity building are experienced and understood
U2 - 10.1080/21681392.2020.1724807
DO - 10.1080/21681392.2020.1724807
M3 - Journal article
VL - 13
SP - 49
EP - 55
JO - Critical African Studies
JF - Critical African Studies
SN - 2168-1392
IS - 1
ER -
ID: 248023382