ABSTRACT

This study examines colonial governmentality in a Sri Lankan partner institution of University of London (UOL) through semi-structured interviews with students and faculty. UOL began administrating colonised educational spaces in the 19th century, and now governs approximately 80 partner institutions throughout the global South. Its governmentality structures an arterial topology of power that grants limited inclusion to students while excluding their lecturers from formal recognition. Faculty at partner institutions do not assess students. Instead, assessment consists of annual British examinations, effectuating rote pedagogies that centre European knowledge. This extraction of faculty authority shapes delegitimated and disempowered subjectivities. The same process augments UOL’s expertise on Southern educational spaces, contributing to a broader project of universalising Western epistemology. The findings suggest a need for further research that examines colonial governmentality in international education, and particularly its mechanisms of epistemic extraction.

摘要

本研究通过对学生和教师的半结构化访谈，考察了伦敦大学 (UOL) 斯里兰卡合作机构的殖民统治。UOL 于 19 世纪开始管理殖民教育空间，现在管理着全球南方约 80 个合作机构。它的治理结构构建了一个权力的动脉拓扑结构，将有限的包容性授予学生，同时将他们的讲师排除在正式认可之外。合作机构的教师不对学生进行评估。取而代之的是，评估包括年度英国考试，实施以欧洲知识为中心的死记硬背的教学法。这种对教师权威的提取塑造了不合法和被剥夺权力的主体性。同样的过程增强了 UOL 在南方教育领域的专业知识，为普遍化西方认识论的更广泛项目做出贡献。研究结果表明，需要进一步研究检查国际教育中的殖民统治，特别是其认知提取机制。