“North-South Educational Partnerships” is the third and last module of my Development Education Master at the Institute of Education in London. I am very sceptical towards “North” and “South” as categories, which reinforce a two-world dichotomy and omit complexity and differences within “North” and “South”, instead of striving for a one-world vision (Helen Young wrote a very good essay on this for the development education review Policy & Practice: “Naming the World: Coming to terms with Complexity“). Nevertheless – or for this very reason – the module led to interesting discussions about power, culture and learning in international educational partnerships. As one assignment, I tried to analyse a Norwegian school linking programme through a reflection on how they treat questions of power and discourse, similarities and differences and joint learning. The conclusion is that the programme contains interesting elements such as a ban of aid and charity, but does not sufficiently systematise follow-up and learning:
Power and domination cannot be deconstructed by simply banning charity. A systematic and proactive approach to these questions would require facilitation and training for the participants in Norway and partner countries, but this is not part of the programme. [..] By limiting the approach to funding mutual visits of a very small and limited number of school members, without embedding these in a boarder and long-term school partnership development, the programme seeds possibilities for something bigger and possibly more meaningful than a two weeks trip South or North, but what emerges from these seed remains random and largely unknown to the institutional agency.
You can download the full essay here: Seeding without gardening – A critical reflection on a Norwegian School exchange programme