Rédaction Africa Links 24 with Gijsbert Hoogendoorn, Daniel Hammett and Mukovhe Masutha
Published on 2024-03-05 10:52:22
Across the world, knowledge is recognized as a powerful tool that shapes how we perceive the world, make decisions, and develop policies. The value of certain types of knowledge over others is often influenced by historical privileges, as seen in South Africa’s ongoing struggle with the legacy of apartheid. Despite the formal end of apartheid three decades ago, its influence can still be felt in determining whose knowledge is deemed valid and whose is marginalized.
This disparity in knowledge production has had tangible effects on various aspects of society, such as healthcare and education. For example, historical biases in health research that focused primarily on white and male bodies have directly impacted the quality and accessibility of healthcare services in South Africa.
The control over knowledge production extends beyond academia and into political, economic, and social realms, affecting areas like education, healthcare, social policies, and service delivery. Recent research has shed light on how apartheid legacies continue to shape the academic landscape of South African universities, particularly within the discipline of human geography.
The study found that universities that historically served white students still outperform other institutions in terms of research output, both in quantity and quality. This ongoing disparity highlights the lack of efforts to address inequalities in funding, networking, and international collaborations, thus perpetuating a system that reflects the views of a privileged few.
The history of human geography in South Africa is deeply intertwined with colonialism and apartheid, with research often being used to support discriminatory legislation. While some progress has been made post-apartheid, disparities in resources and opportunities between historically advantaged and disadvantaged institutions persist, contributing to a hierarchical structure within the discipline.
To address these challenges, the research suggests the need for more collaboration between universities, particularly in supporting historically disadvantaged institutions in establishing networks and attracting research fellows. Mentoring programs, training in research skills, and enhanced online visibility for academics are also recommended to foster inclusivity and support knowledge production.
Ultimately, achieving a more ethical and inclusive human geography in South Africa requires collective efforts from the government, universities, and individual academics to address historical inequalities and promote collaboration. By working together to level the playing field, the subdiscipline can become more robust and cutting-edge, benefiting academics, students, and the country as a whole.
Read the original article on Daily Maverick
