ERIC Number: EJ1043099
Record Type: Journal
Publication Date: 2014-Aug
Abstractor: As Provided
Reference Count: 69
Educational Neocolonialism and the World Bank: A Rancièrean Reading
Anwaruddin, Sardar M.
Journal for Critical Education Policy Studies, v12 n2 p143-174 Aug 2014
In this article, I employ Jacques Rancière's conception of an explicative order to explore how the World Bank contributes to the global project of educational neocolonialism. I argue that the Bank operates as a Master Explicator who taps into students' "inability" to learn by themselves. It explicates concepts such as "development" and "educational reform" as if the so-called Third World is unable to identify and solve its own problems. I also discuss how the Bank's self-described role as a knowledge bank is based on biased notions of research knowledge and evidence-based practice. In the name of objectivity, the Bank promotes particular kinds of knowledge, which steer educational policies and reforms towards neoliberal capitalism. I conclude the article with some implications that Rancière's conception of emancipation and equality may provide for imagining alternative futures.
Descriptors: Neoliberalism, Social Systems, Futures (of Society), International Organizations, Social Change, Educational Research, Educational Policy, Educational Change, Institutional Role, Foreign Policy, Developing Nations, Problem Solving
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: firstname.lastname@example.org; Web site: http://www.jceps.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A