Race as a Political Issue in Brazilian South-South Cooperation in Higher Education

Autor/in	Ress, Susanne
Titel	Race as a Political Issue in Brazilian South-South Cooperation in Higher Education
Quelle	In: Comparative Education Review, 62 (2018) 3, S.409-428 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
Schlagwörter	Race; Political Issues; Ethnography; Discourse Analysis; Affirmative Action; Admission Criteria; Higher Education; Educational Research; Foreign Countries; Educational Cooperation; College Admission; International Education; Universities; International Cooperation; Brazil + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Politischer Faktor; Ethnografie; Diskursanalyse; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Ausland; Education; cooperation; Kooperation; Hochschulzugang; Hochschulzulassung; Internationale Erziehung; University; Universität; Internationale Kooperation; Internationale Zusammenarbeit; Brasilien
Abstract	Official rhetorics often highlight horizontality, solidarity, and shared interests as features of South-South cooperation (SSC), but scholars have argued that tensions shape SSC as much as North-South development relations. This study examines the Brazilian SSC discourse and its everyday practices. Drawing on ethnographic fieldwork at a newly created international university and textual analysis, this research finds that actors made sense of the international university's purpose from different perspectives and that they try to influence the university's institutional consolidation accordingly. These divergent perspectives reflect the controversies regarding recently adopted affirmative action policies in Brazilian higher education. This article offers a new perspective on how race shapes international development education policies and practices. It concludes that conceptualizations of race in educational research and theory have to account for blackness as a legitimate albeit politically contested category. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01