Decolonizing Education: Examining the Impact and Limitations of Decolonisation in a Globalized World

 

Introduction

In recent years, decolonization has become a critical aspect of education, as it pushes for the correction of historical inaccuracies and biases established by colonial powers. However, with globalization also playing a major role in shaping the education landscape, it's important to consider the effects this has on decolonization efforts.

On one hand, globalization opens up access to a diverse range of resources and ideas, enabling students to develop a more critical perspective in their education. But, on the other hand, the continuing Western domination of the global education system and globalization’s potential to reinforce this domination can threaten the decolonization process.

It's essential to examine the impact and limitations of decolonization on different educational organizations, including individual students and institutions. This understanding can help us to grasp the true definition and value of decolonization and to work towards ending Western hegemony in education.

This article delves into the influence of decolonization in education, specifically by exploring the practices of individual students and institutions. Additionally, it examines the current limitations of decolonization efforts and offers recommendations for overcoming these barriers. 

 

Practices of Educational Organizations

Students
As the next generation of leaders, students play a crucial role in shaping the academic landscape. They can drive change and challenge the status quo, but at the same time, they are also susceptible to the impact of educational policies. Freire (2000) argues against the traditional banking model of education, where students are simply passive receivers of knowledge, and instead advocates for a problem-solving approach that fosters critical thinking among students. This critical epistemology aligns with the principles of decolonization, encouraging students to question the dominant narratives and norms imposed by Western hegemony.

This kind of critical thinking, known as epistemic disobedience (W. Mignolo, 2011, 2009), can lead to a more well-rounded and self-aware student. With the rise of globalization and greater student mobility, students are increasingly exposed to diverse cultures and knowledge. This can present challenges as students reconcile conflicting perspectives, but it also provides a unique opportunity for them to critically evaluate different ideas and broaden their understanding of the world. The growing participation of Muslim women in international higher education, for example, is challenging the homogenized Western depiction of Muslim womenhood (Shah & Khurshid, 2019). This not only amplifies their voices but also helps to increase awareness among both local and foreign students.

While globalization offers a wide range of resources and opportunities, it also perpetuates the dominant Western influence in the global education system. The capitalist system, driven by funding and scholarships from colonial powers, can limit independent thought and critical thinking among students. To truly leverage the benefits of globalization in promoting decolonization, there needs to be systemic change and greater awareness of the colonial context (Majee & Ress, 2020). It is important to note that students' ability to engage in epistemic disobedience is most effective when supported by collective movements and structural change, such as the #RhodesMustFall movement.



Institutions
Higher education institutions have a noble goal of imparting knowledge and fostering independent citizens with strong moral values. However, the curriculum and agenda of these institutions are often shaped by social trends, such as globalization. The interconnectedness of universities through global networks has enabled the flow of knowledge beyond geographical borders and has made it easier for students to access higher education.

However, this internationalization of education has also been criticized for perpetuating Western hegemony, as it tends to prefer Western resources and the English language in academic circles. This has resulted in a few privileged universities gaining an unfair advantage and has intensified competition between institutions. Moreover, the increasing mobility of students has led to a pattern of students moving to center countries, while the periphery countries become senders. This can be problematic as it leads to the distribution of center knowledge to periphery countries and perpetuates the Euro-American dominance.

To address these issues, the decolonization of higher education institutions is crucial. Decolonization in the context of educational institution is a systematic approach to challenge the injustices and Western domination in academia and to question the colonial context in curricula. This process encourages institutions to redirect their focus away from Western epistemology and to center diverse knowledge and resources in the curriculum.

For example, in South Africa, decolonization involves decentering Western knowledge and putting African ideas at the center of knowledge production in universities. This can also extend to using diverse languages and resources in the curriculum. In 2005, students at the Chinese University of Hong Kong protested against the increasing use of English in courses and criticized higher education institutions for selling out their mission and values to academic capitalism under the guise of internationalization. The concept of "pluriversity" is one of the futures imagined from decolonization, where knowledge production is open to epistemic diversity. This transforms globalization from being a tool for the commercial expansion of Western knowledge to a pedagogical strategy that promotes the diversification of knowledge around the world.

However, the implementation of pluriversity is challenging under the current global education system, where the demand for epistemic diversity is often replaced by the internationalization agenda that perpetuates Western domination. The influence of academic capitalism and the intense competition between institutions have made it difficult to remove the colonial framework in education. Universities must choose between participating in global competition or undergoing institutional reform for equity and decolonization. Only when the social structure supports epistemic diversity through systemic reform, will it be possible for higher education institutions to make transformative progress.