'Beyond 2015', within the Modern/Colonial Global Imaginary? Global Development and Higher Education

Autor/inn/en	Stein, Sharon; Andreotti, Vanessa de Oliveira; Suša, Rene
Titel	'Beyond 2015', within the Modern/Colonial Global Imaginary? Global Development and Higher Education
Quelle	In: Critical Studies in Education, 60 (2019) 3, S.281-301 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2016.1247737
Schlagwörter	Role of Education; Global Approach; Power Structure; Sustainable Development; Developing Nations; World Views; Postcolonialism; Western Civilization; Cultural Influences; Universities; Futures (of Society); Partnerships in Education; Social Change; Economic Development; Community Programs; Technical Assistance; Technology Integration; Diversity + Suchen Sie Ihr Suchwort? Bildungsauftrag; Globales Denken; Nachhaltige Entwicklung; Developing country; Developing countries; Entwicklungsland; World view; Weltanschauung; Post colonialism; Postkolonialismus; Cultural influence; Kultureinfluss; University; Universität; Future; Society; Zukunft; Hochschulpartnerschaft; Sozialer Wandel; Wirtschaftsentwicklung; Technische Hilfe
Abstract	Efforts to emphasize higher education's role in development have grown in recent years, but important questions remain about the motivations and effects of these initiatives. In this paper, we employ the concept of a 'modern/colonial global imaginary' to consider the impact of the enduring power relations and uneven politics of knowledge in the relationship between higher education and development. Specifically, we consider the Association of Commonwealth Universities' (ACU) 'Beyond 2015' campaign, which was launched in anticipation of the new UN Sustainable Development Goals. We argue that despite the ACU's intention to provide 'a platform for diverse voices, particularly from the global South', the campaign was structured in a way that discouraged dissenting perspectives. More broadly, we consider available possibilities and limitations for challenging mainstream development agendas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01