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    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

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‘We are helpless, we are not the authority': colonial governmentality in a Sri Lankan transnational education institution

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‘We are helpless, we are not the authority' : colonial governmentality in a Sri Lankan transnational education institution. / Golding, David.

In: Compare: A Journal of Comparative and International Education, 18.01.2021.

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@article{75a748739f204d0f93ddb17258523fc0,
title = "{\textquoteleft}We are helpless, we are not the authority': colonial governmentality in a Sri Lankan transnational education institution",
abstract = "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{\textquoteright}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",
keywords = "Higher education, international education, governmentality, subjectivity, neoliberalism, colonialism",
author = "David Golding",
note = "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",
year = "2021",
month = jan,
day = "18",
doi = "10.1080/03057925.2020.1867827",
language = "English",
journal = "Compare: A Journal of Comparative and International Education",
issn = "0305-7925",
publisher = "Routledge",

}

RIS

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 - 2021/1/18

Y1 - 2021/1/18

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

JO - Compare: A Journal of Comparative and International Education

JF - Compare: A Journal of Comparative and International Education

SN - 0305-7925

ER -