The BRICS development and education cooperation agenda

CONCLUSION

By transcending the mainstream approach to BRICS in the Anglophone academic literature, embedded in (neo)realist international relations theory, this article has presented a first evaluation of the South--South development and education agenda of BRICS as an analytical unit. While individual member governments may drive integration in the global higher education capitalism, such as China and India as “major `sending' countries” of international students to “major English-speaking universities” [Altbach, Bassett 2014: 2], BRICS actively promotes the South--South principles of solidarity, mutual benefits and self-reliance in an effort of generating “synergies” BRICS (2012). Delhi Declaration & Action Plan. New Delhi, 29 March. URL: http://www.brics.utoronto.ca/docs/120329-delhi-declaration.html (accessed 23.02.2016); BRICS (2015a). Ufa Declaration & Action Plan. Ufa, 9 July. URL: http://www.brics.utoronto.ca/docs/150709-ufa- declaration_en.html (accessed 23.02.2016); BRICS (2015b). Declaration of the II Meeting of BRICS Ministers of Education: Brasilia Declaration. Brasilia, 2 March. URL: http://www.brics.utoronto.ca/ docs/150302-education.html (accessed 23.02.2016).. Despite such apparent contradictions, both in discourse and practice, and although it cannot be unambiguously concluded that BRICS education cooperation produces a counter-structure to the neoliberal global governance of education, we nonetheless perceive BRICS education cooperation as contributing to building a counter-dependency structure. In this, the BRICS NU may assume a key role, even though, many envisioned programmes (such as student exchanges) are not yet operational, and potentially resorting to English as lingua franca within the BRICS NU symbolically undermines the idea of a multipolar world. Future empirical research will have to inquire about the de facto implementation of this envisioned agenda.

Acknowledgements: We have no potential or actual conflicts of interest to declare.

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РАЗВИТИЕ БРИКС И СОТРУДНИЧЕСТВО В ОБЛАСТИ ОБРАЗОВАНИЯ

Т. Мур

Университет Хабиба, Карачи, Пакистан,

Ноттингемский университет, Ноттингем, Великобритания

М.Л.Н. де Азеведо

Государственный университет Маринга, Маринга, Бразилия

Данная статья, в основу которой лег анализ довольно спорных толкований Буэнос-Айресского плана действий, нацелена на изучение в первом приближении итогов реализации программы развития БРИКС, прежде всего в области образования как примера сотрудничества по линии Юг--Юг. В методологическом плане автор опирался на теоретически подкрепленное кейс-исследование с использованием широкого круга примеров и пояснений. Аналитический обзор англоязычной академической литературы по проблематике образования в странах БРИКС в данном случае был объединен с анализом документальной базы по вопросам сотрудничества стран БРИКС в период с 2009 по 2017 г.

Хотя основная международная и компаративистская образовательная литература, встроенная в (нео) реалистическую теорию международных отношений, по-прежнему ограничивается изучением примеров отдельных стран БРИКС, использование критического подхода, связанного с теорией контрзависимости в контексте сотрудничества Юг--Юг, позволяет обойти методологическую «близорукость» через выявление общих повесток, проектов, интеракций и потенциальных синергий, формируемых в рамках БРИКС в качестве аналитических инструментариев. На фоне формирования более явной и убедительной повестки дня БРИКС как примера сотрудничества Юг--Юг достигнутые результаты все же еще не позволяют с уверенностью и однозначно утверждать, что сотрудничество БРИКС в области образования создает контрструктуру неолиберальной глобальной системе образования.

Тем не менее, образовательный вектор сотрудничества БРИКС воспринимается автором как способствующий построению подобной структуры контрзависимости. В этой связи фокус внимания будущих эмпирических исследований должен быть нацелен на анализ результатов фактической реализации заявленной повестки дня.

Ключевые слова: БРИКС; контрзависимость; развитие; образование; сотрудничество Юг--Юг

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