Introduction to the special issue: The construction of knowledge in higher education studies: A Southern perspective Journal website: http://epaa.asu.edu/ojs/ Manuscript received: 1/8/2019 Facebook: /EPAAA Revisions received: 5/8/2019 Twitter: @epaa_aape Accepted: 5/8/2019 SPECIAL ISSUE The Construction of Knowledge in Higher Education Studies: A Southern Perspective education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 27 Number 95 August 26, 2019 ISSN 1068-2341 Introduction to the Special Issue: The Construction of Knowledge in Higher Education Studies: A Southern Perspective Carolina Guzmán-Valenzuela Universidad de Chile Chile & José Joaquín Brunner Universidad Diego Portales Chile Citation: Guzmán-Valenzuela, C., & Brunner, J. J. (2019). Introduction to the special issue: The construction of knowledge in higher education studies: A Southern perspective. Education Policy Analysis Archives, 27(95). https://doi.org/10.14507/epaa.27.4987 This article is part of the special issue, The Construction of Knowledge in Higher Education Studies: A Southern Perspective, guested edited by José Joaquín Brunner and Carolina Guzmán-Valenzuela. Abstract: This special issue celebrates research in the higher education field with an interest in non-Western lines of inquiry. The six papers here emerge from Latin-America, Spain, the USA and India and draw on multiple perspectives and methodologies. They address tensions and challenges in higher education systems that experienced in concrete contexts and regions but that are yet, to some extent, experienced in higher education systems globally. More specifically, the variety of research questions, theories, methods and contexts displayed here raise critical questions about global forces attached to neoliberalism and competition for prestige, which in turn, frame current practices in higher education. This special issue, therefore, constitutes an http://epaa.asu.edu/ojs/ https://doi.org/10.14507/epaa.27.4987 Education Policy Analysis Archives Vol. 27 No. 95 SPECIAL ISSUE 2 epistemic space that gives visibility to narratives on higher education that have been in Santo’s words, invisible narratives on higher education but that are fast becoming more visible. Keywords: higher education; critical perspectives; knowledge production; non-Western research Introducción al número especial: La construcción de conocimiento en educación superior: Una perspectiva del sur Resumen: Este número especial celebra la investigación en el campo de la educación superior con un interés particular en líneas de investigación no occidentales. Los seis artículos contenidos en este número especial provienen de América Latina, España, Estados Unidos e India y se basan en múltiples perspectivas y metodologías. Abordan tensiones y desafíos en sistemas de educación superior experimentados en contextos y regiones concretos pero que, hasta cierto punto, también afectan a los sistemas de educación superior a nivel mundial. Específicamente, la variedad de preguntas de investigación, teorías, métodos y contextos de los artículos plantean preguntas críticas sobre fuerzas globales vinculadas al neoliberalismo y la competencia por el prestigio que, a su vez, condicionan las prácticas en educación superior. Este número especial, por lo tanto, constituye un espacio epistémico que da visibilidad a las narrativas sobre educación superior que han sido, en palabras de Santos, narrativas invisibles sobre educación superior pero que se están volviendo cada vez más visibles. Palabras clave: educación superior; perspectivas críticas; producción de conocimiento; investigación no occidental Introdução ao dossiê: A construção do conhecimento nos estudos superiores: Uma perspectiva do sul Resumo: Esta edição especial celebra a pesquisa no campo do ensino superior com um interesse particular em linhas de pesquisa não ocidentais. Os seis artigos contidos nesta edição especial vêm da América Latina, Espanha, Estados Unidos e Índia e são baseados em múltiplas perspectivas e metodologias. Abordam as tensões e desafios nos sistemas de ensino superior experimentados em contextos e regiões específicos, mas que, em certa medida, afetam também os sistemas de ensino superior em todo o mundo. Especificamente, a variedade de questões de pesquisa, teorias, métodos e contextos dos artigos levantam questões críticas sobre as forças globais ligadas ao neoliberalismo e a competição por prestígio que, por sua vez, condicionam as práticas no ensino superior. Essa edição especial, portanto, constitui um espaço epistêmico que dá visibilidade às narrativas sobre o ensino superior que têm sido, nas palavras de Santos, narrativas invisíveis sobre o ensino superior, mas que estão se tornando cada vez mais visíveis. Palavras-chave: ensino superior; perspectivas críticas; produção de conhecimento; pesquisa não-ocidental Introduction Higher education, as an area of study, has been developing since the 1960s (Brunner, 2009; Khem, 2015; MacFarlane & Grant, 2012; Teichler, 2000; Tight, 2015, 2012), especially in Anglo-Saxon countries (Calma & Davies, 2017). Also, the production of knowledge concerned with higher education is growing steadily in other parts of the world, and particularly in countries in the so-called ‘South’ (Guzmán-Valenzuela, Queupil & Ríos, 2019; Guzmán-Valenzuela & Gómez, 2019; Kim, Horta & Jung, 2017). However, as Santos (2014) points out, some knowledges are invisible, especially those in the South. Invisible knowledges do not represent Western streams of thought and are not usually published in mainstream journals and books. As a result, less value has been ascribed to them, and so they become invisible knowledges. That these knowledges are invisible does not mean, though, that they do not exist. And this is the case for knowledges on higher education produced from a non-Western perspective. The production of less visible knowledges of higher education Introduction to the Special Issue 3 in other parts of the world provides an opportunity both to discover and develop new epistemic angles from where to understand higher education in terms of specific institutions and practices and as a response to global forces. In an attempt to make visible what has been invisible for the community in higher education studies around the world, this special issue has been prepared. The call for publications on knowledge production from a southern perspective had a positive response from authors from different parts of the world. This special issue provides a space to share empirical works that have been produced not only in Latin America, but also in the United States, Spain, and in India. The six papers contained in this special issue – and written in Spanish and English – draw on multiple perspectives to address tensions and challenges experienced in concrete contexts and regions but that are, to some extent, experienced in higher education systems globally. Indeed, higher education processes are naturally bound within national and concrete geographical contexts so that knowledge produced around them are anchored in specific practices, institutions and actors. At the same time, they are shaped and restrained by global trends. All the papers glimpse ways in which global forces attached to neoliberalism and competition for prestige and power frame current practices in higher education. The Contributions in this Special Issue The papers in this special issue point to hegemonic narratives in higher education, such as internationalization, prestige, academic productivity, quality commercialization, and the need to respond to industry and the market. As a reply to these hegemonic narratives, the authors of these papers give space to historically unheard tribal voices (Sumida, Chiu & Billy), to think about access and social equality in more holistic terms (Fanelli & Androgué), to interrogate the market and the practices of quality (Srivastava), to question internationalization practices through study-abroad programmes (Wood), to re-think the social responsibility of universities (Noguera & Gaete), and to examine the mechanisms through which knowledge is produced in higher education (Muñoz et al.). This special issue is divided into two sections. The first section is focused on papers that offer a comparative perspective and that include in their analysis more than one country. This is the case of the paper by Fanelli and Androgué, which focuses on issues of equity and access in Argentina, Perú, and Chile. Also, Noguera and Gaete examines university social responsibility in a group of Latin American countries (Brazil, Venezuela, Chile, Perú, Ecuador, and Colombia). In another paper, Wood investigates student exchange programmes between Cuba and the United States to critically address issues of internationalization. The second section is composed of a group of papers focused on a single country. The first paper, by Srivastava, critically examines the concept of quality by analyzing websites of both public and private universities in India. In turn, Muñoz et al. investigate knowledge production in higher education in Chile and hint at types of research that are usually financed in that country. Finally, Sumida, Chiu and Billy share a long-term case study conducted with tribal colleges in the United States and in which critical voices of indigenous people are heard in relation to internationalization. All six papers – quite different theoretically – hint at how important it is for higher education studies to expand, relate, and question theories from different disciplines. The six papers use different methodological approaches to examine their research topics. While Fanelli and Androgué use macro- and micro-data to examine issues of funding, equity, and access in universities, Noguera and Gaete and Muñoz et al. use bibliometric analyses jointly with qualitative analyses of key issues of policy to explore university social responsibility in Latin America and research and knowledge production in higher education studies in Chile, respectively. In their papers, Wood and Srivastava deploy qualitative analyses to address their research questions. While Wood conducts a set of interviews with key actors in the United States and Cuba, Srivastava draws on critical discourse analyses guided by critical realism to question Education Policy Analysis Archives Vol. 27 No. 95 SPECIAL ISSUE 4 the marketisation of the concept of quality in higher education in India. Finally, Sumida, Chiu and Billy, through a mixed-method analysis with an emphasis on interviews, use a critical lens in indigenous internationalization. We think that the variety of research questions, theories, methods, and contexts displayed across the papers in this special issue raise critical questions about higher education in countries and contexts that do not represent Western mainstream lines of investigation. Opening Spaces to New Knowledges around Higher Education Inequalities in the production of knowledges and their (in)visibility respond to historical, political, social, and financial factors that have been present since the colonial epoch. Over the years, colonialism has evolved in a way that, nowadays, the dependency of fragile regions and communities of the world – in relation to hegemonic narratives that come from powerful groups, institutions and countries – is based not only on financial and political resources but also in epistemic asymmetries (Connell, 2007; Santos, 2014). The more knowledge is produced and published in mainstream journals and books, the more epistemic and symbolic capital that countries and their universities and academics enjoy, so increasing such asymmetries. Drivers of international rankings and internationalization, followed by universities and higher education systems around the world, only reinforce such powerful asymmetries. This special issue, therefore, constitutes an epistemic space that gives visibility to narratives on higher education that are not usually present in mainstream journals and books. Such narratives have intrinsic value since they give voice to underrepresented groups, countries and regions. At the same time, and considering that EPAA/AAPE is an open-access journal, this special issue is an exercise in the democratisation of knowledges through the creation of a space in which interests, concepts and epistemic tensions are brought together so as to think of knowledges on higher education as multi-located and experienced. Acknowledgements Support from PIA-CONICYT Basal Funds for Centers of Excellence Project FB0003, FONDECYT 1170374 and FONDECYT 1180746 are gratefully acknowledged. References Brunner, J. J. (2009). Apuntes sobre sociología de la educación superior en contexto internacional, regional y local. Estudios Pedagógicos, 35(2), 203-230. Calma, A., & Davies, M. (2017). Geographies of influence: A citation network analysis of Higher Education, 1972–2014. Scientometrics, 110(3), 1579-1599. Connell, R. (2007). Southern theory: The global dynamics of knowledge in social science. Cambridge: Polity. Guzmán-Valenzuela, C., & Gómez, C. (2019). Advancing a knowledge ecology: Changing patterns of higher education studies in Latin America. Higher Education, 77(1), 115-133. (WoS)/Scopus). Guzmán-Valenzuela, C. Queupil, J. P., & Ríos-Jara, H. (2019). Global and peripheral identities in the production of knowledge on higher education reforms: The Latin American case. Higher Education Policy https://doi.org/10.1057/s41307-019-00134-4 (WoS). Kehm, B. M. (2015). Higher education as a field of study and research in Europe. European Journal of Education, 50(1), 60-74. Kim, Y., Horta, H., & Jung, J. (2017). Higher education research in Hong Kong, Japan, China, and Malaysia: Exploring research community cohesion and the integration of thematic approaches. Studies in Higher Education, 42(1), 149-168. Introduction to the Special Issue 5 MacFarlane, B., & Grant, B. (2012). The growth of higher education studies: from forerunners to path takers. Higher Education Research and Development, 31, 621-624. Santos, B. (2014). Epistemologies of the South: Justice against epistemicide. Abingdon & New York: Routledge. Teichler, U. (2000). Higher education research and its institutional basis. In S. Schwarz & U. Teichler (Eds.), The institutional basis of higher education research (pp. 13–24). Dordrecht: Kluwer. Tight, M. (2012). Higher education research 2000–2010: Changing journal publication patterns. Higher Education Research & Development, 31(5), 723-740. Tight, M. (2015). Theory development and application in higher education research: Tribes and territories. Higher Education Policy, 28, 277-293. About the Guest Editors José Joaquín Brunner Universidad Diego Portales Email: josejoaquin.brunner@gmail.com Professor and researcher at the Faculty of Education, Universidad Diego Portales, Chile Carolina Guzmán-Valenzuela Universidad de Chile Email: Carolina.guzman@ciae.uchile.cl Associate Professor at the Institute of Education and researcher at the Centre for Advanced Research in Education, Universidad de Chile mailto:josejoaquin.brunner@gmail.com mailto:Carolina.guzman@ciae.uchile.cl Education Policy Analysis Archives Vol. 27 No. 95 SPECIAL ISSUE 6 SPECIAL ISSUE The Construction of Knowledge in Higher Education Studies: A Southern Perspective education policy analysis archives Volume 27 Number 95 August 26, 2019 ISSN 1068-2341 Readers are free to copy, display, distribute, and adapt this article, as long as the work is attributed to the author(s) and Education Policy Analysis Archives, the changes are identified, and the same license applies to the derivative work. More details of this Creative Commons license are available at https://creativecommons.org/licenses/by- sa/2.0/. EPAA is published by the Mary Lou Fulton Institute and Graduate School of Education at Arizona State University Articles are indexed in CIRC (Clasificación Integrada de Revistas Científicas, Spain), DIALNET (Spain), Directory of Open Access Journals, EBSCO Education Research Complete, ERIC, Education Full Text (H.W. Wilson), QUALIS A1 (Brazil), SCImago Journal Rank, SCOPUS, SOCOLAR (China). Please send errata notes to Audrey Amrein-Beardsley at audrey.beardsley@asu.edu Join EPAA’s Facebook community at https://www.facebook.com/EPAAAAPE and Twitter feed @epaa_aape. https://creativecommons.org/licenses/by-sa/2.0/ https://creativecommons.org/licenses/by-sa/2.0/ http://www.doaj.org/ mailto:audrey.beardsley@asu.edu https://www.facebook.com/EPAAAAPE Introduction to the Special Issue 7 education policy analysis archives editorial board Lead Editor: Audrey Amrein-Beardsley (Arizona State University) Editor Consultor: Gustavo E. Fischman (Arizona State University) Associate Editors: David Carlson, Lauren Harris, Eugene Judson, Mirka Koro-Ljungberg, Scott Marley, Molly Ott, Iveta Silova (Arizona State University) Cristina Alfaro San Diego State University Amy Garrett Dikkers University of North Carolina, Wilmington Gloria M. Rodriguez University of California, Davis Gary Anderson New York University Gene V Glass Arizona State University R. Anthony Rolle University of Houston Michael W. Apple University of Wisconsin, Madison Ronald Glass University of California, Santa Cruz A. G. Rud Washington State University Jeff Bale University of Toronto, Canada Jacob P. K. Gross University of Louisville Patricia Sánchez University of University of Texas, San Antonio Aaron Bevanot SUNY Albany Eric M. Haas WestEd Janelle Scott University of California, Berkeley David C. Berliner Arizona State University Julian Vasquez Heilig California State University, Sacramento Jack Schneider University of Massachusetts Lowell Henry Braun Boston College Kimberly Kappler Hewitt University of North Carolina Greensboro Noah Sobe Loyola University Casey Cobb University of Connecticut Aimee Howley Ohio University Nelly P. Stromquist University of Maryland Arnold Danzig San Jose State University Steve Klees University of Maryland Jaekyung Lee SUNY Buffalo Benjamin Superfine University of Illinois, Chicago Linda Darling-Hammond Stanford University Jessica Nina Lester Indiana University Adai Tefera Virginia Commonwealth University Elizabeth H. DeBray University of Georgia Amanda E. Lewis University of Illinois, Chicago A. Chris Torres Michigan State University David E. DeMatthews University of Texas at Austin Chad R. Lochmiller Indiana University Tina Trujillo University of California, Berkeley Chad d'Entremont Rennie Center for Education Research & Policy Christopher Lubienski Indiana University Federico R. Waitoller University of Illinois, Chicago John Diamond University of Wisconsin, Madison Sarah Lubienski Indiana University Larisa Warhol University of Connecticut Matthew Di Carlo Albert Shanker Institute William J. Mathis University of Colorado, Boulder John Weathers University of Colorado, Colorado Springs Sherman Dorn Arizona State University Michele S. Moses University of Colorado, Boulder Kevin Welner University of Colorado, Boulder Michael J. Dumas University of California, Berkeley Julianne Moss Deakin University, Australia Terrence G. Wiley Center for Applied Linguistics Kathy Escamilla University ofColorado, Boulder Sharon Nichols University of Texas, San Antonio John Willinsky Stanford University Yariv Feniger Ben-Gurion University of the Negev Eric Parsons University of Missouri-Columbia Jennifer R. Wolgemuth University of South Florida Melissa Lynn Freeman Adams State College Amanda U. Potterton University of Kentucky Kyo Yamashiro Claremont Graduate University Rachael Gabriel University of Connecticut Susan L. Robertson Bristol University Miri Yemini Tel Aviv University, Israel Education Policy Analysis Archives Vol. 27 No. 95 SPECIAL ISSUE 8 archivos analíticos de políticas educativas consejo editorial Editor Consultor: Gustavo E. Fischman (Arizona State University) Editores Asociados: Armando Alcántara Santuario (Universidad Nacional Autónoma de México), Angelica Buendia, (Metropolitan Autonomous University), Alejandra Falabella (Universidad Alberto Hurtado, Chile), Veronica Gottau (Universidad Torcuato Di Tella), Antonio Luzon, (Universidad de Granada), José Luis Ramírez, (Universidad de Sonora), Paula Razquin (Universidad de San Andrés), Maria Alejandra Tejada-Gómez (Pontificia Universidad Javeriana, Colombia) Claudio Almonacid Universidad Metropolitana de Ciencias de la Educación, Chile Ana María García de Fanelli Centro de Estudios de Estado y Sociedad (CEDES) CONICET, Argentina Miriam Rodríguez Vargas Universidad Autónoma de Tamaulipas, México Miguel Ángel Arias Ortega Universidad Autónoma de la Ciudad de México Juan Carlos González Faraco Universidad de Huelva, España José Gregorio Rodríguez Universidad Nacional de Colombia, Colombia Xavier Besalú Costa Universitat de Girona, España María Clemente Linuesa Universidad de Salamanca, España Mario Rueda Beltrán Instituto de Investigaciones sobre la Universidad y la Educación, UNAM, México Xavier Bonal Sarro Universidad Autónoma de Barcelona, España Jaume Martínez Bonafé Universitat de València, España José Luis San Fabián Maroto Universidad de Oviedo, España Antonio Bolívar Boitia Universidad de Granada, España Alejandro Márquez Jiménez Instituto de Investigaciones sobre la Universidad y la Educación, UNAM, México Jurjo Torres Santomé, Universidad de la Coruña, España José Joaquín Brunner Universidad Diego Portales, Chile María Guadalupe Olivier Tellez, Universidad Pedagógica Nacional, México Yengny Marisol Silva Laya Universidad Iberoamericana, México Damián Canales Sánchez Instituto Nacional para la Evaluación de la Educación, México Miguel Pereyra Universidad de Granada, España Ernesto Treviño Ronzón Universidad Veracruzana, México Gabriela de la Cruz Flores Universidad Nacional Autónoma de México Mónica Pini Universidad Nacional de San Martín, Argentina Ernesto Treviño Villarreal Universidad Diego Portales Santiago, Chile Marco Antonio Delgado Fuentes Universidad Iberoamericana, México Omar Orlando Pulido Chaves Instituto para la Investigación Educativa y el Desarrollo Pedagógico (IDEP) Antoni Verger Planells Universidad Autónoma de Barcelona, España Inés Dussel, DIE-CINVESTAV, México José Ignacio Rivas Flores Universidad de Málaga, España Catalina Wainerman Universidad de San Andrés, Argentina Pedro Flores Crespo Universidad Iberoamericana, México Juan Carlos Yáñez Velazco Universidad de Colima, México javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/816') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/819') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/820') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/4276') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/1609') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/825') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/797') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/823') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/798') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/555') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/814') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/2703') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/801') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/826') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/802') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/3264') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/804') Introduction to the Special Issue 9 arquivos analíticos de políticas educativas conselho editorial Editor Consultor: Gustavo E. Fischman (Arizona State University) Editoras Associadas: Kaizo Iwakami Beltrao, (Brazilian School of Public and Private Management - EBAPE/FGV, Brazil), Geovana Mendonça Lunardi Mendes (Universidade do Estado de Santa Catarina), Gilberto José Miranda, (Universidade Federal de Uberlândia, Brazil), Marcia Pletsch, Sandra Regina Sales (Universidade Federal Rural do Rio de Janeiro) Almerindo Afonso Universidade do Minho Portugal Alexandre Fernandez Vaz Universidade Federal de Santa Catarina, Brasil José Augusto Pacheco Universidade do Minho, Portugal Rosanna Maria Barros Sá Universidade do Algarve Portugal Regina Célia Linhares Hostins Universidade do Vale do Itajaí, Brasil Jane Paiva Universidade do Estado do Rio de Janeiro, Brasil Maria Helena Bonilla Universidade Federal da Bahia Brasil Alfredo Macedo Gomes Universidade Federal de Pernambuco Brasil Paulo Alberto Santos Vieira Universidade do Estado de Mato Grosso, Brasil Rosa Maria Bueno Fischer Universidade Federal do Rio Grande do Sul, Brasil Jefferson Mainardes Universidade Estadual de Ponta Grossa, Brasil Fabiany de Cássia Tavares Silva Universidade Federal do Mato Grosso do Sul, Brasil Alice Casimiro Lopes Universidade do Estado do Rio de Janeiro, Brasil Jader Janer Moreira Lopes Universidade Federal Fluminense e Universidade Federal de Juiz de Fora, Brasil António Teodoro Universidade Lusófona Portugal Suzana Feldens Schwertner Centro Universitário Univates Brasil Debora Nunes Universidade Federal do Rio Grande do Norte, Brasil Lílian do Valle Universidade do Estado do Rio de Janeiro, Brasil Flávia Miller Naethe Motta Universidade Federal Rural do Rio de Janeiro, Brasil Alda Junqueira Marin Pontifícia Universidade Católica de São Paulo, Brasil Alfredo Veiga-Neto Universidade Federal do Rio Grande do Sul, Brasil Dalila Andrade Oliveira Universidade Federal de Minas Gerais, Brasil