Echoes of coloniality in the episteme of Indian educational reforms.

Autor/in	Batra, Poonam
Titel	Echoes of coloniality in the episteme of Indian educational reforms.
Quelle	In: On education, 3 (2020) 7, 9 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2571-7855
DOI	10.17899/ON_ED.2020.7.3 10.25656/01:23061
URN	urn:nbn:de:0111-pedocs-230611
Schlagwörter	Bildung; Wissen; Herrschaft; Bildungssystem; Bildungsreform; Geschichte (Histor); Kolonialismus; Erkenntnistheorie; Dekolonisation; Internationalisierung; Macht; Neoliberalismus; Postkolonialismus; Wissensproduktion; Indien
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 with contemporary processes of internationalisation." (INCHER/text adopted).
Erfasst von	International Centre for Higher Education Research, Kassel
Update	2021/1