South-south networks catalysing social responsibility in higher education

Abstract

This article interrogates epistemic injustice in global development discourse, challenging dominant narratives that define progress through a singular lens. Drawing inspiration from Chimamanda Ngozi Adichie’s (2009) caution against “the danger of a single story,” we explore how universities—often positioned as knowledge authorities—(re)perpetuate these injustices by privileging Western epistemologies in defining development. We argue for the recognition of diverse aspirations and culturally embedded understandings of the good life, as articulated by scholars such as Catherine Odora Hoppers, who critiques the systemic marginalisation of Indigenous and non-Western knowledge systems.

Anchored in the Knowledge for Change (K4C) Global Consortium, a Global South-led initiative in Community Based Participatory Research (CBPR), this article presents a conceptual and practical framework for decolonising research through the creation of regional CBPR training centres in Africa, Asia, and Latin America. Using narrative inquiry, we reflect on our lived experiences as coordinators of these centres, analysing personal stories to uncover themes of cultural negotiation, institutional challenges, and transformative potential.

We aim to demonstrate how these centres can serve as hubs for epistemic justice, fostering methodologies rooted in collaboration, equity, and contextual relevance. By embedding CBPR within higher education institutions in its training and research capacities, we envision a shift toward research led and sustained by the Global South, reframing development through cognitively diverse and participatory knowledge-making processes. Ultimately, we advocate for a pluralistic approach to development—one that honours multiple stories, cosmologies, and pathways to progress.