Decolonizing the Evidence-Based Education and Policy Movement: Revealing the Colonial Vestiges in Educational Policy, Research, and Neoliberal Reform

Autor/in	Shahjahan, Riyad Ahmed
Titel	Decolonizing the Evidence-Based Education and Policy Movement: Revealing the Colonial Vestiges in Educational Policy, Research, and Neoliberal Reform
Quelle	In: Journal of Education Policy, 26 (2011) 2, S.181-206 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Stellungnahme; Foreign Countries; Foreign Policy; Educational Policy; Policy Analysis; Political Attitudes; Politics of Education; Evidence; Discourse Analysis; Labor; Global Approach; Economic Factors; Educational Change; Educational Research; Social Stratification; Ethnocentrism; Ideology; Role of Education; Western Civilization; Non Western Civilization; Cultural Context; Educational History; Educational Theories; Educational Testing; Educational Legislation; Canada; United Kingdom; United States + Suchen Sie Ihr Suchwort? Ausland; Außenpolitik; Politics of education; Bildungspolitik; Politikfeldanalyse; Political attitude; Politische Einstellung; Educational policy; Evidenz; Diskursanalyse; Globales Denken; Ökonomischer Faktor; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Soziale Zusammensetzung; Ethnozentrismus; Ideologie; Bildungsauftrag; History of education; Bildungsgeschichte; Educational theory; Theory of education; Bildungstheorie; Bildungsrecht; Schulgesetz; Kanada; Großbritannien; USA
Abstract	There is a growing body of literature discussing evidence-based education, practice, policy, and decision-making from a critical perspective. In this article, drawing on the literature and policy documents related to evidence-based education in the USA, Britain, and Canada, I join this critique and offer an anticolonial perspective. I argue that proponents of evidence-based education unknowingly promote a colonial discourse and material relations of power that continue from the American-European colonial era. I posit that this colonial discourse is evident in at least three ways: (1) the discourse of civilizing the profession of education, (2) the promotion of colonial hierarchies of knowledge and monocultures of the mind, and (3) the interconnection between neoliberal educational policies and global exploitation of colonized labor. I conclude with the decolonizing implications of revealing some of the colonial vestiges in educational policy, research, and neoliberal reform. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10