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Revisiting foundational concepts and practices that have long sustained global divisions and hierarchies, this seminal volume challenges Global South-North dichotomies in higher education by exploring the possibilities and limitations of such socio-political dichotomies from multiple perspectives.

Foregrounding a diversity of international voices from countries and territories such as Brazil, China, Denmark, India, New Caledonia, Vanuatu, Zimbabwe and others, this book presents conceptual reflections and empirical studies on strategies, initiatives, and policies aimed at enhancing collaboration between South-North higher education contexts. Chapters engage critically with traditional concepts and practices, such as academic conferences, research and teaching methodologies, academic publishing and writing, and epistemic frameworks that have helped maintain South-North educational dichotomies while clearly articulating nuanced perspectives on the complexities associated with such South-North dichotomies. Innately forward-looking in approach, chapters discuss micro, macro, and potentially radical, transformative practices that encourage dialogue and reimagine the academic environment to further challenge existing power differentials, drawing on Indigenous, local, and trans-local epistemologies.

Ultimately offering critical perspectives from real-world global contexts on how to address systemic inequalities and promote dialogue, this book will be of relevance to scholars, researchers, and students in the fields of higher education, international and comparative education, teacher education, and multicultural education. Policy makers working in ethnic and cultural studies, development and internationalization may also benefit from this volume.