ABSTRACT
“Decolonizing the academy” is a discussion that has captivated many different corners of academia. In the context of academic writing and publication, the colonial past has left a legacy of unequal prestige and power that disfavors the Global South. This inequality is visible even before the research takes place—notably in decisions regarding what kind of research is funded and what kind of literature is put forth as legitimate. Western understanding of “excellence,” and the gatekeeping power that comes along with it, often closes doors to African scholars. To what extent can mentoring between mentors from the North and scholars from the South fruitfully address these large structural challenges? How might it reproduce colonial notions? Using a duoethnographic approach, the two authors reflect on their own mentoring relationship from their unique vantage point: Lynn as an American” literacy broker” located in Norway, and Ali as a junior researcher located in the Democratic Republic of Congo (DRC). We argue that North-South mentorship will inevitably have to grapple with the dilemma of how adopting Western writing and research practices can provide access to power for the African scholar, but also reify current inequality structures. The mentorship cannot necessarily resolve these dilemmas, but both parties benefit from reflecting on them and discussing how to navigate the complexity of academic writing and publishing.
