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

机译：谁在殖民谁？知识社会论题与高等教育的全球挑战

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摘要

The two notions of “globalization” and “knowledge society” are often assumed to be relatively neutral descriptions of contemporary social and cultural developments, although they are embedded in discourses on power and domination. In this paper the argument is made that both these notions can be understood as expressions of an ideology of neo-colonialism and that they assume an ethnocentric or Eurocentric bias rather than being neutral descriptions of the “natural” unfolding of social and political changes. The thesis of the “knowledge society”, in particular, needs to be demythologized as a vehicle for the rebirth of nations and regions in the context of increasing global challenges. A critical perspective such as this is a desired complement to the otherwise glossy versions of the future of “knowledge work” and “creative work” based on a doctrine of “fundamentalism of education”. The critical understanding of contemporary regimes for knowledge, learning and education on the international scene provide a necessary counterpoint to the dominating political and educational discourses advocating the advent of “knowledge society”.
机译：尽管“全球化”和“知识社会”这两个概念被嵌入关于权力和统治的论述中，但它们通常被认为是对当代社会和文化发展的相对中性描述。在本文中，有人提出这两种观点都可以理解为新殖民主义意识形态的表述，并且它们假定以民族为中心或欧洲为中心的偏见，而不是对社会和政治变化的“自然”发展进行中性描述。在全球挑战日益加剧的情况下，尤其需要对“知识社会”的论断进行神秘化处理，以此作为国家和地区重生的工具。像这样的批判性观点是对基于“教育原教旨主义”的“知识工作”和“创造性工作”的未来光彩照应的理想补充。对国际上对当代知识，学习和教育制度的批判性理解，为主张“知识社会”到来的政治和教育话语提供了必要的对立。

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