The Global South–North divide has been conceptualized in political, cultural, economic, and developmental terms. When conceptualizing this divide, issues of economic growth/progress, technology, political and press freedom, and industrialization have all been used as indicators to delineate between the “North” and the “South.” The North has traditionally been seen as more economically, technologically, politically, and socially developed, as well as more industrialized and having more press freedom, for example; the South has been linked with poverty, disease, political tyranny, and overall lack of development. This conceptualization privileges development efforts in the Global South based on democratic government, capitalist economic structures with their attendant neoliberal agenda and processes of globalization. This negative view of the South is a site of contest with people of the South offering alternative and more positive views of the situation in the South and alternatives to globalization strategies. While there may be some identifiable difference between some of the countries in the identified Global South and Global North, globalization (economic, political, technological, etc.) is changing how the very Global South–North divide is understood. To best understand the implications of this divide, and the inequalities that it perpetuates, we scrutinize the Global South, detailing the background of the term “Global South,” and examine the effect of globalization upon subaltern groups in the Global South. We also discuss how academic research using frameworks of the Global North can exacerbate the problems faced by subaltern groups rather than offer them alternative development trajectories by empowering such groups to represent themselves and their own development needs. The culture-centred approach to such research is offered as alternative to overcome such problems. The terms usage in the communication discipline is also explained and the complexity of the term and its future is explored.
Doug Ashwell and Stephen M. Croucher
Sinfree Makoni and Katherine A. Masters
Decolonial scholars are guided by alternative ways of thinking about language and communication that have existed for millennia but have gone unnoticed in scholarship. An approach to communication underwritten by the decolonial approach must be grounded in concepts that expand the repertoires of social emancipation that can constitute alternatives to neoliberalism through emancipatory scripts or social emancipation tropes. There are recent pockets of research in communication studies already working within or advocating decolonial, but such engagement with decoloniality within communication still lies at the fringes of the discipline, even though decolonial approaches can add rich lines of analysis to communication studies. The decolonial turn has the main goal of not only moving beyond, but also inviting relationality with the Western epistemological tradition, putting the Western canon into dialogue with non-Western epistemologies, and decolonizing the assumption of one single epistemic tradition from which to arrive at truth or universality. The decolonization of knowledge is active scholarship (praxis) that seriously considers subaltern racial, ethnic, gendered, and sexual spaces and bodies from the Global South to stop indigenous and subaltern epistemicide. To clarify, decolonial scholars of language and communication do not propose a decolonial universal truth against a modern/colonial one, nor do they adopt varying epistemologies and ontologies into theirs. Instead, they have the goal of building understanding across geopolitical relations. A non-ethnocentric decolonization of communication, then, would require engaging with the processes and products of globalization as entry points into acknowledging the communicative integrity of all positions held by humans within these processes.
Maria Papathoma-Köhle and Dale Dominey-Howes
The second priority of the Sendai Framework for Disaster Risk Reduction 2015–2030 stresses that, to efficiently manage risk posed by natural hazards, disaster risk governance should be strengthened for all phases of the disaster cycle. Disaster management should be based on adequate strategies and plans, guidance, and inter-sector coordination and communication, as well as the participation and inclusion of all relevant stakeholders—including the general public. Natural hazards that occur with limited-notice or no-notice (LNN) challenge these efforts. Different types of natural hazards present different challenges to societies in the Global North and the Global South in terms of detection, monitoring, and early warning (and then response and recovery). For example, some natural hazards occur suddenly with little or no warning (e.g., earthquakes, landslides, tsunamis, snow avalanches, flash floods, etc.) whereas others are slow onset (e.g., drought and desertification). Natural hazards such as hurricanes, volcanic eruptions, and floods may unfold at a pace that affords decision-makers and emergency managers enough time to affect warnings and to undertake preparedness and mitigative activities. Others do not. Detection and monitoring technologies (e.g., seismometers, stream gauges, meteorological forecasting equipment) and early warning systems (e.g., The Australian Tsunami Warning System) have been developed for a number of natural hazard types. However, their reliability and effectiveness vary with the phenomenon and its location. For example, tsunamis generated by submarine landslides occur without notice, generally rendering tsunami-warning systems inadequate. Where warnings are unreliable or mis-timed, there are serious implications for risk governance processes and practices. To assist in the management of LNN events, we suggest emphasis should be given to the preparedness and mitigation phases of the disaster cycle, and in particular, to efforts to engage and educate the public. Risk and vulnerability assessment is also of paramount importance. The identification of especially vulnerable groups, appropriate land use planning, and the introduction and enforcement of building codes and reinforcement regulations, can all help to reduce casualties and damage to the built environment caused by unexpected events. Moreover, emergency plans have to adapt accordingly as they may differ from the evacuation plans for events with a longer lead-time. Risk transfer mechanisms, such as insurance, and public-private partnerships should be strengthened, and redevelopment should consider relocation and reinforcement of new buildings. Finally, participation by relevant stakeholders is a key concept for the management of LNN events as it is also a central component for efficient risk governance. All relevant stakeholders should be identified and included in decisions and their implementation, supported by good communication before, during, and after natural hazard events. The implications for risk governance of a number of natural hazards are presented and illustrated with examples from different countries from the Global North and the Global South.
Julie C. Garlen
Since the beginning of Western modernity, evolving perceptions of what childhood “should” be have shaped public discourse around what knowledge is of most worth and informed paradigms of curriculum development. Thus, “the child,” the discursive construct that emerges from dominant ideologies about the nature and purpose of childhood, is a critical artifact in understanding contemporary curriculum in the United States. Significantly, “the child” has operated as a key mechanism to reproduce and expand particular logics about who counts as fully human. In this way, curriculum is implicated in social injustices premised on the protection and futurity of “the child.” Tracing the history of conceptions of “the child” as they relate to curriculum development and theory illuminates the ways that childhood and curriculum are intertwined, and illustrates how childhood operates as a malleable social construct that is mobilized for diverse and sometimes contradictory political purposes.