Limite Nord/Sud

Résumé

La limite Nord/Sud (« ligne Brandt », « clivage » géographique Nord/Sud ou encore Nords/Suds) est le nom donné à une ligne imaginaire séparant, dans les années 1980, les pays développés (du Nord) des pays en voie de développement (du Sud). En réalité, elle ne correspondait que peu à une limite entre l'hémisphère nord et l'hémisphère sud mais plus à une ligne illustrant les inégalités de développement (par exemple l'Australie car elle est en hémisphère sud mais elle est en hémisphère nord avec la limite Nord/Sud). Origine du terme Le terme de la limite Nord/Sud est apparu en 1980 dans le rapport Nord-Sud : un programme de survie de Willy Brandt, chancelier allemand de 1969 à 1974. Ce rapport traite des problèmes de développement. Selon son auteur, le clivage Nord-Sud remplace progressivement le clivage Est-Ouest, pourtant central dans la représentation du monde en pleine guerre froide. La couverture du rapport expose une carte du monde délimitée par cette ligne Nord/Sud.

Source officielle

https://fr.wikipedia.org/wiki/Limite_Nord/Sud

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Examining African contributions to global health: Reflections on knowledge circulation and innovation

Jérôme Chenal, Akuto Akpedze Konou, Vitor Pessoa Colombo, Julia Tischler

This article unites different disciplinary debates on ‘southern innovation’, ‘theory from the South’, and ‘decolonisation of knowledge’ in order to discuss existing understandings around the role of Africa in the production of health-related knowledge, public health policy, and medical innovation. Arguing that high-income countries have much to learn from the global South when it comes to health-related knowledge and practices, we propose an interdisciplinary research approach to uncovering and examining African contributions to global health, drawing on an ongoing collaborative project funded by the Swiss National Science Foundation. We present four empirical case studies concerning drug development, healthcare systems, and urban planning to critically enquire into both historical and contemporary transcontinental knowledge circulation and learning potentials, as much as cases of forgetting and silencing. On this basis, we argue that ‘learning from the South’ must mean more than transplanting quick and cheap technological fixes to serve societies in the global North, but rather recognising the vast contributions that Africans have made to global epistemologies, without losing sight of the asymmetries inherent in South–North knowledge exchanges. Lessons learned might apply to fields other than those discussed here and go far beyond ‘reverse innovation’.

2022

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Countries in the Global South are producing the most important educational needs of the 21st century. Fast-growing cities can provide the most striking examples of these current tendencies. Just over a decade after the start of the new millennium, the needs for quality-education and appropriate learning space are huge. Yet they are still largely underestimated in many countries of the Global South. With high-level demographical growth and fast-expanding urban boundaries, the developing metropolis provides a fascinating place to analyze societal mutations. School â as one of the fundamental institutions in modern society â deserves timely observation and careful analysis. The research work is dedicated to the study of educational architecture in two African cities Ouagadougou (Burkina Faso) and Cape Town (South Africa) and one Chinese city: Hangzhou. Because of the fundamental relationship between school and society, learning places need to make statement of their urban positions. The hypothesis proposes to question the concept of sustainability in the framework of cultural-environmental qualities between school and city, between users and space. Conducted by an architect, this thesis is the synthesis of a research process together with the professional practice. It is benchmarked by a path of three steps: critical analysis of literature, in situ case-study and cross-cultural comparison with proposal of an assessment method that opens up for future perspectives. The thesis argues that the current time is crucial for our society to reconsider the place of educational architecture in the city. A truly sustainable architecture is transformable in the time-span of its usage and transformative in the changing urban environment. With a discursive comparative view between built cases located in these three cities, this work attempts to provide new insights on the design of the learning space in the urban future. The synthesis provides a panel of cultural-environmental quality profiles as guidelines to future design innovation opportunities.

EPFL2015

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Technological innovation is vital for finding solutions to key challenges the world is facing. Climate change, pollution, disease, rising inequalities, and chronic poverty all need to be addressed. We need renewable energy sources, efficient transport networks, functioning public health systems, well-designed infrastructure, improved agricultural systems, and access to quality education for everyone. Technologies for development play a key role as pathways to sustainable development. Developing and emerging countries can take advantage of technological leapfrogging in key domains such as health (mHealth), energy (solar, wind, and hydropower), education (massive open online courses [MOOCs]), urban development (smart cities), and agriculture (precision farming). Developing and emerging countries could even surpass high-income countries in the use of information and communication technology (ICTs). We can expect technological innovation to be increasingly developed in the Global South and to become a source of inspiration for the Global North. Living labs, open-source, and open innovation movements are growing trends that will support and accelerate the development of effective technologies.

Springer2015

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EPFL2015