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 ...

Angaben zum Objekt

• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource
• Sprache: Englisch
• Anmerkungen: In: on education. Journal for research and debate 3 (2020) 7, 9 S. ; ISSN: 2571-7855 ; (DE-600)2924430-4

Klassifikation und Themen

• Klassifikation: Erziehung, Schul- und Bildungswesen

Beteiligte, Orts- und Zeitangaben

• Ereignis: Veröffentlichung
• (wo): Frankfurt
• (wer): DIPF Leibniz Institut für Bildungsforschung und Bildungsinformation
• (wann): 2020
• Urheber: Batra, Poonam

Weitere Informationen

• DOI: 10.25656/01:23061
• URN: urn:nbn:de:0111-pedocs-230611
• Rechteinformation: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Letzte Aktualisierung: 25.03.2025, 13:54 MEZ