Neoliberalism and Curriculum in Higher Education: A Post-Colonial Analyses

Autor/inn/en	Gyamera, Gifty Oforiwaa; Burke, Penny Jane
Titel	Neoliberalism and Curriculum in Higher Education: A Post-Colonial Analyses
Quelle	In: Teaching in Higher Education, 23 (2018) 4, S.450-467 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2017.1414782
Schlagwörter	Neoliberalism; Higher Education; Structured Interviews; State Universities; Foreign Countries; Educational Policy; Curriculum Development; Correlation; Foreign Policy; Western Civilization; Values; Agenda Setting; International Education; Global Approach; Commercialization; Institutional Advancement; Qualitative Research; Ghana + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Staatliche Universität; Ausland; Politics of education; Bildungspolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Korrelation; Außenpolitik; Wertbegriff; Internationale Erziehung; Globales Denken; nicht übertragen; Qualitative Forschung
Abstract	In an era of internationalisation and globalisation, neoliberal agendas have now become important aspects of many institutional and national governments' higher education policy. A major aspect of these neoliberal agendas is their impact on the curriculum. This paper critically examines the impact of neoliberal agendas on curriculum through a postcolonial and decolonising lens, drawing on research conducted in the African context to illuminate the theoretical analysis presented. Drawing on 48 semi-structured interviews and documentary analyses across three public universities in Ghana, we examine the relationship between neoliberal agendas, neo-colonialism and curriculum imperatives in African higher education. The analysis illuminates the ways that hegemonic discourses connected to neoliberal agendas re-privilege Western-oriented values and perspectives and impact the curriculum changes in African higher education institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01