CAEP Accreditation: Educational Neocolonialism and Non-US Teacher Education Programs

Autor/in	Romanowski, Michael H.
Titel	CAEP Accreditation: Educational Neocolonialism and Non-US Teacher Education Programs
Quelle	In: Higher Education Policy, 35 (2022) 1, S.199-217 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Romanowski, Michael H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-8733
DOI	10.1057/s41307-020-00205-x
Schlagwörter	Accreditation (Institutions); Teacher Education Programs; Ethnocentrism; Global Approach; Educational Theories; Indigenous Knowledge + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Ethnozentrismus; Globales Denken; Educational theory; Theory of education; Bildungstheorie
Abstract	Under the facade of globalization, educational neocolonialism occurs through the transferring of educational theories and practices from the global north to the global south, potentially challenging and undermining indigenous intellect and epistemic formations. Neocolonialism is supported through the global importing of educational products that create a form of "neocolonialism of the willing." In this essay, a theoretical framework for examining neocolonialism within educational contexts is used to develop the argument that the Council for the Accreditation of Educator Preparation, as a global educational accreditor, is an instrument of neocolonialism that uses its power to grant or deny accreditation to disseminate American understandings of teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01