2019
DOI: 10.1108/s1479-367920190000036011
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Comparative Education in South Asia: Contribution, Contestation, and Possibilities

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Cited by 8 publications
(1 citation statement)
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“…With an undue focus on instrumental aims of education, such as developing skills and competencies, “knowledge” itself is being repositioned, even marginalized. Policy transfer, constructed in decontextualized abstraction, then rationalized by a target-driven universal agenda, has disrupted diverse post-colonial processes of generating decolonized and subaltern knowledges (Batra 2019b ). It determines what kind of knowledges are disseminated and which are suppressed, which knowledge has a premium and why, and how the power of reason is undermined in preference for popular identities and desires.…”
Section: Using the Pandemic To Institute New Forms Of Exclusionmentioning
confidence: 99%
“…With an undue focus on instrumental aims of education, such as developing skills and competencies, “knowledge” itself is being repositioned, even marginalized. Policy transfer, constructed in decontextualized abstraction, then rationalized by a target-driven universal agenda, has disrupted diverse post-colonial processes of generating decolonized and subaltern knowledges (Batra 2019b ). It determines what kind of knowledges are disseminated and which are suppressed, which knowledge has a premium and why, and how the power of reason is undermined in preference for popular identities and desires.…”
Section: Using the Pandemic To Institute New Forms Of Exclusionmentioning
confidence: 99%