Echoes of 'coloniality' in the episteme of Indian educational reforms

Abstract: The international education project that drives neoliberal reforms is entwined with ideas of modernity and development embedded in coloniality. Instead of learning from decolonized and subaltern knowledges, what we see is a disruption of diverse post-colonial processes via a reform policy transfer constructed in decontextualized abstraction, rationalized by a target driven universal agenda. This paper draws attention to a possible continuity between colonialism viewed not just as a geopolitical reality located in the past but an organised epistemological order and the neoliberal agenda of internationalising education. Control over knowledge production and practices have characterised processes of colonisation that used education to subjugate people of the colonised world. It is suggested that a coloniality characterised by patterns of power constituted in culture, inter-subjective relations and knowledge production (Ndlovu-Gatsheni, 2013, p. 30) has striking similarities ...

Location
Deutsche Nationalbibliothek Frankfurt am Main
Extent
Online-Ressource
Language
Englisch
Notes
In: on education. Journal for research and debate 3 (2020) 7, 9 S.
ISSN: 2571-7855
(DE-600)2924430-4

Classification
Erziehung, Schul- und Bildungswesen

Event
Veröffentlichung
(where)
Frankfurt
(who)
DIPF Leibniz Institut für Bildungsforschung und Bildungsinformation
(when)
2020
Creator

DOI
10.25656/01:23061
URN
urn:nbn:de:0111-pedocs-230611
Rights
Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
Last update
25.03.2025, 1:54 PM CET

Data provider

This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.

Associated

  • Batra, Poonam
  • DIPF Leibniz Institut für Bildungsforschung und Bildungsinformation

Time of origin

  • 2020

Other Objects (12)