This book investigates and critically interprets the underrepresentation of the global South in global knowledge production. The author analyses the serious bias towards scholars and institutions from this region: he argues that this phenomenon causes serious disadvantages not only for authors and institutions, but global science as well by impeding the flow of fresh, innovative scholarship. This book uses a combination of field theory and world-systems analysis to explain the motives and dynamics behind the geopolitical and societal inequalities in the system of global knowledge production. Subsequently, the author offers several solutions by which these inequalities could be reduced, or even eliminated. This book will be of interest and value to scholars of knowledge inequalities, and knowledge production in the global South. “Márton Demeter’s monograph invokes rich anecdotal, empirical and scientometric evidence to delineate the contours of a world system that preserves the dominance of Western knowledge and scholars and the westernisation or peripheralisation of the rest – a system defined by geopolitical and material inequalities, socio-economic class differences, institutional elitism and publishing biases. Demeter’s work counters narratives that present academia as meritocratic and that justify disparities in world publications on the basis of pure rigour, exposing rather norms and values that perpetuate a western elitist system and peripheralise those who happen to lack this cultural capital. Demeter’s work adds to an expanding field of research documenting how Anglophone standards and biases in journal indexing, peer review and editorial board recruitment marginalise consistently the Global South. His practical and concrete suggestions to subvert this system of horizontal and vertical inequalities could not be timelier and provides momentum to decolonisation movements in higher education across the world.” —Dr Romina Istratii, SOAS University of London, UK “Márton Demeter is a scholar dedicated to revealing the inequality in academic publishing and a strong advocate for scholars from the Global South. This book is an epitome of his effort on this cause. Demeter utilizes his wealth of data including authorships, citations, journal publishers, editorial review board compositions, the reviewers and the editors of journals as strong evidence of inequality with his three-dimensional model of academic stratification. This book is a must-read for scholars both in the Global North and the Global South to reflect on the current state of academic knowledge gatekeeping and production. It will spark a dialogue between scholars to address the dominance of the Global North especially in the field of communication.” —Professor Louisa Ha, Bowling Green State University, USA “Márton Demeter’s analysis and critique of the unequal structure of global knowledge production is a powerful contribution to the global justice movement with dramatic implications for what academics in both the Global North and the Global South can do to help science and the humanities live up to their claims of meritocracy and universality. Demeter employs a useful critical combination of the world-systems perspective and Bourdieusian field theory to organize the results of his careful and sophisticated empirical studies of global knowledge production. He is an intrepid protagonist of a more egalitarian human future.” —Professor Christopher Chase-Dunn, University of California, Riverside, USA

Examines how learning and teaching morality in Tanzania's faith-oriented schools is inextricably interwoven with the complex power relations of an interconnected world.

How genomics reveals deep histories of inequality, going back many thousands of years. Inequality is an urgent global concern, with pundits, politicians, academics, and best-selling books all taking up its causes and consequences. In Inequality, Carles Lalueza-Fox offers an entirely new perspective on the subject, examining the genetic marks left by inequality on humans throughout history. Lalueza-Fox describes genetic studies, made possible by novel DNA sequencing technologies, that reveal layers of inequality in past societies, manifested in patterns of migration, social structures, and funerary practices. Through their DNA, ancient skeletons have much to tell us, yielding anonymous stories of inequality, bias, and suffering. Lalueza-Fox, a leader in paleogenomics, offers the deep history of inequality. He explores the ancestral shifts associated with migration and describes the gender bias unearthed in these migrations—the brutal sexual asymmetries, for example, between male European explorers and the women of Latin America that are revealed by DNA analysis. He considers social structures, and the evidence that high social standing was inherited—the ancient world was not a meritocracy. He untangles social and genetic factors to consider whether wealth is an advantage in reproduction, showing why we are more likely to be descended from a king than a peasant. And he explores the effects of ancient inequality on the human gene pool. Marshaling a range of evidence, Lalueza-Fox shows that understanding past inequalities is key to understanding present ones.

The Deepening Divide: Inequality in the Information Society explains why the digital divide is still widening and, in advanced high-tech societies, deepening. Taken from an international perspective, the book offers full coverage of the literature and research and a theoretical framework from which to analyze and approach the issue. Where most books on the digital divide only describe and analyze the issue, Jan van Dijk presents 26 policy perspectives and instruments designed to close the divide itself.

Set against the backdrop of democratization, increased opportunity, and access, income-based gaps in college entry, persistence, and graduation continue to grow, underlining a deep contradiction within American higher education. In other words, despite the well-intended, now mature process of democratization, the postsecondary system is still charged with high levels of inequality. In the interest of uncovering the mechanisms through which democratization, as currently conceived, preserves and perpetuates inequality within the system of higher education, this bookreconsiders the role of social class in the production and dissemination of knowledge, the valuation of cultural capital, and the reproduction of social inequalities. Drawing upon the author’s year-long qualitative research study within one “democratized” institution of higher education and its associated art museum, Access to Inequality explores the vestiges of an exclusionary history within higher education and the art world—two related contexts that have arguably failed to adequately respond to the public’s call to democratize.

In Science and Social Inequality, Sandra Harding makes the provocative argument that the philosophy and practices of today's Western science, contrary to its Enlightenment mission, work to insure that more science will only worsen existing gaps between the best and worst off around the world. She defends this claim by exposing the ways that hierarchical social formations in modern Western sciences encode antidemocratic principles and practices, particularly in terms of their services to militarism, the impoverishment and alienation of labor, Western expansion, and environmental destruction. The essays in this collection--drawing on feminist, multicultural, and postcolonial studies--propose ways to reconceptualize the sciences in the global social order. At issue here are not only social justice and environmental issues but also the accuracy and comprehensiveness of our understandings of natural and social worlds. The inadvertent complicity of the sciences with antidemocratic projects obscures natural and social realities and thus blocks the growth of scientific knowledge. Scientists, policy makers, social justice movements and the consumers of scientific products (that is, the rest of us) can work together and separately to improve this situation.

Exemplary stories of innovation from around the world In an age of rising inequality, getting a good education increasingly separates the haves from the have nots. In countries like the United States, getting a good education is one of the most promising routes to upper-middle-class status, even more so than family wealth. Experts predict that by 2030, 825 million children will reach adulthood without basic secondary-level skills, and it will take a century for the most marginalized youth to achieve the educational levels that the wealthiest enjoy today. But these figures do not even account for the range of skills and competencies needed to thrive today in work, citizenship, and life. In a world where the ability to manipulate knowledge and information, think critically, and collaboratively solve problems are essential to thrive, access to a quality education is crucial for all young people. In Leapfrogging Inequality, researchers chart a new path for global education by examining the possibility of leapfrogging—harnessing innovation to rapidly accelerate educational progress—to ensure that all young people develop the skills they need for a fast-changing world. Analyzing a catalog of nearly 3,000 global education innovations, the largest such collection to date, researchers explore the potential of current practices to enable such a leap. As part of this analysis, the book presents an evidence-based framework for getting ahead in education, which it grounds in the here-and-now by narrating exemplary stories of innovation from around the world. Together, these stories and resources will inspire educators, investors, leaders of nongovernmental organizations, and policymakers alike to rally around a new vision of educational progress—one that ensures we do not leave yet another generation of young people behind.

Never before has such a wealth of information been so immediately accessible to so many and yet the filtering demands so high. Information truly is power; who possesses it and wields it most effectively has profound consequences for inequality and human welfare. Are some groups systematically advantaged across all areas of factual knowledge? Or is there a knowledge division of labor, in which some groups specialize in certain areas? Rather surprisingly, we have no systematic accounting of who knows what. My dissertation provides a comprehensive description of knowledge in the United States. To accomplish this, I compiled data on 513 factual knowledge questions from 48 nationally representative surveys fielded between the years 2005 and 2015. The first paper, presented in Chapter 2, explores overall trends in the general knowledge of United States adults in 16 different domains. People know the most about current events and the least about economics. Chapter 3 explores demographic patterns in differential knowledge attainment, providing concrete evidence on the size of knowledge disparities by gender. Social expectations and socialization shape the knowledge acquired by men and women, with dramatic consequences for inequality. Finally, my third paper presents my method BINCONT (the Binned INcome CONtinuous Treatment), which allows researchers to impute estimates of missing binned income data that approximate a continuous distribution. My dissertation analyzes the social ecosystem of knowledge. I investigate many domains of factual knowledge from religion to language to science to war. I evaluate men's and women's command over factual knowledge in a wide variety of domains. I describe the present state of factual knowledge, and I present gendered patterns of inequalities. Overall, the project contributes to the field of knowledge inequality.

During the past two centuries, major technological breakthroughs such as the steam engine and electricity have acted as the catalysts for growth and have resulted in a marked increase in material well-being. The dominant technology today - information and communication technology (ICT) - does not seem to drive growth as effectively and has coincided with an apparent increase in wage inequality. This book provides explanations of these two characteristics of modern economies and analyses them from both an individual and integrated perspective. Richard Nahuis explores and combines the seemingly separate phenomena of wage inequality between high-skilled and low-skilled workers, and the relatively low productivity growth experienced by most countries. The author provides a number of alternative theories for the increase in wage inequality as a result of new technologies, combined with an extensive review of the associated literature. He goes on to detail the technological revolution, describe why this does not necessarily result in high productivity growth and outline the best methods to measure productivity in the new economy. This exhaustive exploration of productivity growth and wage inequality between high-skilled and low-skilled workers in the knowledge economy will be welcomed by economists and policymakers interested in the complex relationships between labour markets, innovation and technical change.

"Field-defining research that will set the standard for understanding inequality in archaeological contexts"--Provided by publisher.