International Organizations (IOs), Epistemic Tools of Influence, and the Colonial Geopolitics of Knowledge Production in Higher Education Policy

Autor/in	Shahjahan, Riyad A.
Titel	International Organizations (IOs), Epistemic Tools of Influence, and the Colonial Geopolitics of Knowledge Production in Higher Education Policy
Quelle	In: Journal of Education Policy, 31 (2016) 6, S.694-710 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2016.1206623
Schlagwörter	International Organizations; Epistemology; Educational Policy; Technical Assistance; Higher Education; Foreign Policy; Politics; Expertise; Comparative Analysis; Futures (of Society); Foreign Countries; Ethiopia; Vietnam + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Erkenntnistheorie; Politics of education; Bildungspolitik; Technische Hilfe; Hochschulbildung; Hochschulsystem; Hochschulwesen; Außenpolitik; Politik; Expert appraisal; Future; Society; Zukunft; Ausland; Äthiopien
Abstract	While other scholars have analyzed the way that international organizations (IOs) in higher education policy may contribute to neocolonial domination, this paper illuminates not only on "how" IOs' epistemic activities promulgate one-size fit all solutions, but centers the colonial structures of knowledge/power that inform the "why" (or logic) of these IOs' epistemic activities and their effects. A decolonial analysis of discursive artifacts and tools such as policy reports, performance indicators, and technical assistance, of the OECD and World Bank, suggests that standardized IO policy processes and practices reproduce global inequities. In collusion with other policy actors, these IOs constitute and perpetuate coloniality in global higher education, through enacting a god-eye point of view, colonial difference, and the geopolitics of knowledge. This article proposes a set of questions that may open the possibility of "delinking" from modern/colonial world systems and pushes us to decolonize our imaginaries of the landscape of global HE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01