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Table 10: The Position of the Global South in the production of Education knowledge, weighted by impact factor of journals (Calculated from figures in table 2)
Numbers of North-American- Western-Europe authors
North-American-Western- Europe authors as percentage of total author pool in the three journals
2001 - 2005 67
3.4
2006 - 2010 14
0.4
The position of the Global South is paltry; moreover it appears to be weakening based on the decade long contributions taken into account in this chapter.
Narrowing the circle, apart from South Africa, Africa does not figure at all. The position of South Africa is presented in tables 11 and 12.
Table 11: The Position of the South Africa in the production of Education knowledge (Calculated from figures in table 1)
Numbers of South African authors
South African authors as
percentage of total author pool in three journals
Table 12: The Position of South Africa in the production of Education knowledge, weighted by impact factor of journals (Calculated from figures in table 2)
Numbers of South African authors
South African authors as
percentage of total author pool in three journals
The role of South African scholars in the production of top-impact knowledge in the field(s) of Education is very low. It appears as if the general profile raising of South African scholars is not echoed in the field(s) of Education. If the immanent SAERA (South African Education Research Association) wishes to play its part in WERA (World Education Research Association) this is a deficiency that should receive attention. As an emerging player, it would be interesting to look at what happens in the next tier of education journals by impact factor as well – because this is where it might be more realistic for emerging players to be publishing
The Geography of Authorship of Educational Journals and the Place of South Africa Within this Pattern 383