Uncommon knowledge. World bank policy and the unmaking of the knowledge economy in Africa.

Autor/in	Obamba, Milton O.
Titel	Uncommon knowledge. World bank policy and the unmaking of the knowledge economy in Africa.
Quelle	In: Higher education policy, 26 (2013) 1, S. 83-108Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0952-8733; 1740-3863
DOI	10.1057/hep.2012.20
Schlagwörter	Staat; Hochschule; Hochschulsystem; Afrika; Ausland
Abstract	The World Bank is clearly one of the most influential global intergovernmental operators for international development assistance. In recent decades, the Bank and other agencies have invested immense technical and financial resources in a troubled and unprecedented mission of revitalizing and restructuring the development of education in Africa. A growing body of critique has emerged that articulates the failures of the revitalization mission, framing these exchange relationships as representing nothing but new patterns of embedded neocolonialism, dependency, and geopolitical asymmetry. The aim of this paper is to contribute to and disrupt these unfolding debates by examining how a set of theoretical paradigms have shaped the World Bank's priorities and approaches to education and development policy in developing countries at different times. The paper argues that the Bank embraced the neoliberal economic ideology and a narrowly defined interpretation of the 'rates of return' calculations to promote higher investment in basic education while systematically marginalizing higher education. The paper asserts that this polarized policy paradigm persisted within the Bank at least until the 1990s and has partly fuelled the preponderance of the critiques of neo-colonial dependency and hegemony. This paper opens a new analytic territory by examining the coordinates of two recent and increasingly significant World Bank policy paradigms: the 'innovation systems' and 'global partnership' approaches. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2013/3