Decolonial dilemmas : balancing global recognition and local impact in South African research
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Date
Authors
Mthombeni, Zama M.
Journal Title
Journal ISSN
Volume Title
Publisher
Discover
Abstract
The pursuit of decolonial scholarship in academia can be impacted by the pressure to attain international recognition
as a requirement for academic promotion. Academic promotion for scholars is often linked to publishing in high-impact
journals, which frequently lack African representation. This paper critically examines the internationally benchmarked
system of evaluating and rating researchers employed by the National Research Foundation (NRF) of South Africa, focusing on the concept of Considerable International Recognition (CIR) and its ramifications for decolonial scholarship.
Utilizing Qualitative Document Analysis (QDA) this study investigated how the definitions and criteria related to CIR
in documents provided by the NRF of South Africa influences researchers to prioritize international scholarly activities
over locally relevant work. This analysis also seeks to uncover the implications of this prioritization for decolonial work
within the South African research landscape. Findings indicate that NRF ratings heavily prioritize international recognition, often overlooking locally impactful research, which can limit support for decolonial scholarship. Recommendations
call for expanded criteria that include local relevance, enabling researchers to be rated for contributions grounded in
locally relevant work.
Description
DATA AVAILABITY STATEMENT: Data on the rating documents can be found on the NRF website: https://www.nrf.ac.za/rating/rating-documents/
Keywords
Epistemic freedom, Decolonization, SDG-04: Quality education, SDG-10: Reduced inequalities, Considerable international recognition (CIR), Qualitative document analysis (QDA), Research prioritization
Sustainable Development Goals
SDG-04:Quality Education
SDG-10:Reduces inequalities
SDG-10:Reduces inequalities
Citation
Mthombeni, Z.M. Decolonial dilemmas: balancing global recognition and local impact in South African research. Discover Education 3, 222 (2024). https://doi.org/10.1007/s44217-024-00327-z.