Postcolonial Perspectives of International Educational Development Interventions in Countries of the Global South

Abstract

The intervention of international organizations in the development of the Global South has been credited with expanding the freedoms, capabilities, and well-being of people so that they are more able to lead valuable and flourishing lives. There are, however, critical issues that need to be considered regarding the extent to which powerful donor countries of the Global North shape educational development work in the Global South. The need for education might be universal, but local communities should have a leading role in shaping its content and determining its goals. Drawing on postcolonial perspectives, we raise questions about northern involvement in educational interventions in the Global South including the role of loan conditionalities; the gradual encroachment of international business and corporate interests; the hegemonic control of knowledge; the dismantling of cultural values and ways of life; and the stereotype, racism and deficit perspectives that are frequently perpetuated. We argue for the need to rethink, reframe and reconstruct educational development in a way that will place the Global South at the front and center of the education process.

Citation

Smith, D.H. and Sargent, T.C. (2022), "Postcolonial Perspectives of International Educational Development Interventions in Countries of the Global South", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2021 (International Perspectives on Education and Society, Vol. 42B), Emerald Publishing Limited, Leeds, pp. 99-118. https://doi.org/10.1108/S1479-36792022000042B006