Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Compare on 18/01/2021, available online: https://www.tandfonline.com/doi/full/10.1080/03057925.2020.1867827
Accepted author manuscript, 250 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - ‘We are helpless, we are not the authority'
T2 - colonial governmentality in a Sri Lankan transnational education institution
AU - Golding, David
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Compare on 18/01/2021, available online: https://www.tandfonline.com/doi/full/10.1080/03057925.2020.1867827
PY - 2022/11/17
Y1 - 2022/11/17
N2 - This study examines colonial governmentality in a Sri Lankan partner institution of University of London (UOL) through semi-structured interviews with students and faculty. UOL began administrating colonised educational spaces in the 19th century, and now governs approximately 80 partner institutions throughout the global South. Its governmentality structures an arterial topology of power that grants limited inclusion to students while excluding their lecturers from formal recognition. Faculty at partner institutions do not assess students. Instead, assessment consists of annual British examinations, effectuating rote pedagogies that centre European knowledge. This extraction of faculty authority shapes delegitimated and disempowered subjectivities. The same process augments UOL’s expertise on Southern educational spaces, contributing to a broader project of universalising Western epistemology. The findings suggest a need for further research that examines colonial governmentality in international education, and particularly its mechanisms of epistemic extraction
AB - This study examines colonial governmentality in a Sri Lankan partner institution of University of London (UOL) through semi-structured interviews with students and faculty. UOL began administrating colonised educational spaces in the 19th century, and now governs approximately 80 partner institutions throughout the global South. Its governmentality structures an arterial topology of power that grants limited inclusion to students while excluding their lecturers from formal recognition. Faculty at partner institutions do not assess students. Instead, assessment consists of annual British examinations, effectuating rote pedagogies that centre European knowledge. This extraction of faculty authority shapes delegitimated and disempowered subjectivities. The same process augments UOL’s expertise on Southern educational spaces, contributing to a broader project of universalising Western epistemology. The findings suggest a need for further research that examines colonial governmentality in international education, and particularly its mechanisms of epistemic extraction
KW - Higher education
KW - international education
KW - governmentality
KW - subjectivity
KW - neoliberalism
KW - colonialism
U2 - 10.1080/03057925.2020.1867827
DO - 10.1080/03057925.2020.1867827
M3 - Journal article
VL - 52
SP - 1351
EP - 1368
JO - Compare: A Journal of Comparative and International Education
JF - Compare: A Journal of Comparative and International Education
SN - 0305-7925
IS - 8
ER -