'We Are Helpless, We Are Not the Authority': Colonial Governmentality in a Sri Lankan Transnational Education Institution

Autor/in	Golding, David
Titel	'We Are Helpless, We Are Not the Authority': Colonial Governmentality in a Sri Lankan Transnational Education Institution
Quelle	In: Compare: A Journal of Comparative and International Education, 52 (2022) 8, S.1351-1368 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Golding, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1867827
Schlagwörter	Partnerships in Education; Universities; Teacher Attitudes; College Faculty; Undergraduate Students; Student Attitudes; Governance; Rote Learning; Colonialism; Epistemology; Western Civilization; Foreign Countries; Professional Autonomy; International Education; Neoliberalism; High Stakes Tests; Distance Education; Educational Attitudes; Sri Lanka; United Kingdom (London) + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; University; Universität; Lehrerverhalten; Fakultät; Schülerverhalten; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Mechanisches Lernen; Kolonialismus; Erkenntnistheorie; Ausland; Berufsfreiheit; Internationale Erziehung; Neo-liberalism; Neoliberalismus; Distance study; Distance learning; Fernunterricht; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ceylon
Abstract	This study examines colonial governmentality in a Sri Lankan partner institution of University of London (UOL) through semi-structured interviews with students and faculty. UOL began administrating colonised educational spaces in the 19th century, and now governs approximately 80 partner institutions throughout the global South. Its governmentality structures an arterial topology of power that grants limited inclusion to students while excluding their lecturers from formal recognition. Faculty at partner institutions do not assess students. Instead, assessment consists of annual British examinations, effectuating rote pedagogies that centre European knowledge. This extraction of faculty authority shapes delegitimated and disempowered subjectivities. The same process augments UOL's expertise on Southern educational spaces, contributing to a broader project of universalising Western epistemology. The findings suggest a need for further research that examines colonial governmentality in international education, and particularly its mechanisms of epistemic extraction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01