Research capacity and dissemination among academics in Tanzania: examining knowledge production and the perceived binary of ‘local’ and ‘international’ journals

Thomas, M. A. M. (2018) Research capacity and dissemination among academics in Tanzania: examining knowledge production and the perceived binary of ‘local’ and ‘international’ journals. Compare: A Journal of Comparative and International Education, 48(2), pp. 281-298. (doi: 10.1080/03057925.2017.1318046)

Abstract

This article explores two distinct strategies suggested by academics in Tanzania for publishing and disseminating their research amidst immense higher education expansion. It draws on Arjun Appadurai’s notions of ‘strong’ and ‘weak’ internationalisation to analyse the perceived binary between ‘international’ and ‘local’ academic journals and their concomitant differences in status. In an attempt to examine critically how the status quo regarding knowledge production in higher education is maintained and reproduced, the article explores interactions between a Tanzanian academic and an educational researcher from the global North, including the ways in which research collaborations between academics from different contexts and material conditions in their institutions may both advance and inhibit professional development of academics and comparative education research, writ large. The article concludes with a call for comparative education researchers to carefully consider the future of educational research in sub-Saharan Africa and the complexities of continued involvement in knowledge production processes.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Thomas, Dr Matthew
• Authors: Thomas, M. A. M.
• College/School: College of Social Sciences > School of Education
• Journal Name: Compare: A Journal of Comparative and International Education
• Publisher: Taylor and Francis
• ISSN: 0305-7925
• ISSN (Online): 1469-3623