Who’s Colonizing Who? The Knowledge Society Thesis and the Global Challenges in Higher Education

Forstorp, Per-Anders

doi:10.1007/s11217-007-9072-0

Cited by 15 publications

(6 citation statements)

References 2 publications

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“…The tacit implication is that manual labour will be exported to 'other' parts of the world while the West performs knowledge work (Forstorp, 2008), or there is a possibility that not everyone in Europe will be prepared for the knowledge economy. Despite the repeated calls to make 'quality higher education equally accessible to all' (Communiqué, Bergen, 2005: 4), the Bologna Process does not aim to eradicate educational inequalities but to dominate with knowledge at a time when the hierarchy between knowledge work and manual work is redefined in a global timespace order.…”

Section: Harmonization Of Higher Educationmentioning

confidence: 99%

Education in Real Time

Christou

2010

Current Sociology

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In a globalizing world of intense intercultural and transnational interactions, learning and knowledge are becoming increasingly more standardized and homogeneous based on the assumption that the world is functioning in real time. This drive for standardization (expressed in practices such as harmonization of higher education, national curriculum standards and international testing) is facilitated in part by technological innovation and it takes place in a world of shrinking time-space where time is seen as uniform, linear and de-contextualized. The author argues that the concept of time is central in the construction of knowledge, the experience of difference and the labour of pedagogy. The dominant assumption of living in a synchronized, globalized world where everyone is connected in real time has implications for the ways in which educational practices generate new 'scientific' ways of constructing otherness and justifying inequality, albeit under the banners of quality, accountability and choice.

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Section: Harmonization Of Higher Educationmentioning

confidence: 99%

Education in Real Time

Christou

2010

Current Sociology

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“…The issues that Oruka battled against are still relevant to this research context. Forstorp (2008) posits, "contemporary narratives of globalization are often associated with accounts of the role of higher education in a changing world" (p. 227).…”

Section: Sage Philosophy a Relevant Choicementioning

confidence: 99%

“…Without the colonial state, the question for Kenyans then becomes, what constitutes the nationhood? Forstorp (2008) referring to Appadurai (2003) offers a brief foray into the beginnings of this discussion. He "identifies the foundational concept of the nation-state as the "embryonic principle of sovereignty" (p. 229).…”

Section: On Being a Nationmentioning

confidence: 99%

“…Accordingly, without the colonial government grouping different ethnicities and their appertaining cultures together, the nation of Kenya as it stands, is unlikely to exist. Forstorp (2008) continues, "he [Appadurai] admits that not only territory, but also ideas about language, origin, ethnicity, and race play important roles in the formation of cultural identities, although territory seems most crucial" (p. 229). More than ideas, these factors into cultural identity formation, I would contend, are important in the upholding of nationhood because they are historically experienced.…”

Section: On Being a Nationmentioning

confidence: 99%

“…The current challenge is with stabilizing the growing nation-state. Forstorp (2008) posits, "the idea of the nation-state…is in a period of crisis given the isomorphism of people, territory and legitimate sovereignty is under threat from commodity flows, mobility and human movement" (p. 229). In exploring the relationship between young, urban, professional Kenyans and their tribes, I hope that we can underscore the importance of indigenous knowledges to the task of nation-building.…”

Section: On Being a Nationmentioning

confidence: 99%

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Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood

Achieng-Evensen¹

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Young, Urban, Professional, and Kenyan? Conversations Surrounding Identity and Nationhood by Charlotte Achieng-Evensen By asking the question "How do young, urban, professional Kenyans make connections between tribal identity, colonialism, and the lived experience of nationhood?," the researcher engages with eight participants in exploring their relationships with their tribal groups. From this juncture the researcher, through a co-constructed process with participants, interrogates the idea of nationhood by querying their interpretations of the concepts of power and resistance within their multi-ethnic societies. The utility of KuPiga Hadithi as a cultural responsive methodology for data collection along with poetic analysis as part of the qualitative tools of examination allowed the researcher to identify five emergent and iterative themes: (1) colonial wounds, (2) power inequities, (3) tensions, (4) intersection, and (5) hope. Participant discussion of these themes suggests an impenetrable link between tribal identity and nationhood. Schooling, as first a colonial and then national construct, works to mediate that link. Therefore, there is the need for a re-conceptualization of the term 'nation' in the post-Independence era.

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Is Bologna Sustainable in the Future? Future Testing the Bologna Principles

Blass

2012

European Higher Education at the Crossroads

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Who’s Colonizing Who? The Knowledge Society Thesis and the Global Challenges in Higher Education

Cited by 15 publications

References 2 publications

Education in Real Time

Education in Real Time

Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood

Is Bologna Sustainable in the Future? Future Testing the Bologna Principles

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