Decolonial Perspectives on Global Higher Education: Disassembling Data Infrastructures, Reassembling the Field

Autor/in	Mills, David
Titel	Decolonial Perspectives on Global Higher Education: Disassembling Data Infrastructures, Reassembling the Field
Quelle	In: Oxford Review of Education, 48 (2022) 4, S.474-491 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2022.2072285
Schlagwörter	Global Approach; Higher Education; Educational Policy; Postcolonialism; Feminism; Criticism; Universities; International Organizations; Reputation; Institutional Evaluation; Institutional Characteristics; Policy Analysis + Suchen Sie Ihr Suchwort? Globales Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Post colonialism; Postkolonialismus; Feminismus; Kritik; University; Universität; International organisation; International organisations; International organization; Internationale Organisation; Politikfeldanalyse
Abstract	The expansion of university systems across the planet over the last fifty years has led to the emergence of a new policy assemblage -- 'global higher education' that depends on the collection, curation and representation of quantitative data. In this paper I explore the use of data by higher education policy actors to sustain 'epistemic coloniality'. Building on a rich genealogy of anticolonial, postcolonial and feminist scholarship, I show how decolonial theory can be used to critique dominant global higher education imaginaries and the data infrastructures they depend on. Tracing the history of these infrastructures, I begin with OECD's creation of decontextualised educational 'indicators'. I go on to track the policy impact of global university league tables owned by commercial organisations. They assemble and commensurate institutional data into rankings that become taken-for-granted 'global' policy knowledge. I end by exploring the policy challenge of building alternative socio-technical infrastructures, and finding new ways to value higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01