Dizin Eklenmedi

Globalization, Governmentality, and Education Policy in Angola: A Discourse Approach

Received: 2014-07-30 Accepted: 2014-12-24 Published: 2015-02-15
DOI:10.15340/2147350112831Pages:87-98

Abstract


 

In the wake of globalization, there are a number of studies calling for the need to stretch educational policy field beyond the nation state (Ball, 1997; Lingard, Rawolle & Taylor, 2005). Governmentality as suggested by Foucault (1991) is a powerful tool for analysis of the link between the new forms of government and the impact of discourse of globalization and the ideology of neoliberalism on education policy. Few studies have investigated the relationship between local education policy-making and governmentality in post-colonial spaces (see Fimyar, 2008; Tikly, 2003; Rizvi, 2005; Rizvi, Lingard & Lavia, 2006).  Foucault’s notion of governmentality and economic policy may be seen in sub-Saharan Africa (Clapham, 1996). This essay focuses a new Foucauldian discussion on governmentality and education policy in Angola. Previous to this essay, most Foucauldian scholars have discussed governmentality and education policy on other areas of the world (Ball, 1990; McCarthy & Dimitriadis, 2000; Pennycook, 2000, 2008; also see Besley & Peters, 2007; Larner, 2000, for governmentality and neoliberalism). While Foucault applied the concept of governmentality to a Western liberal type of government, I argue that in the context of globalization and neoliberal policy, post-colonial governments have increasingly appropriated the discourses of globalization, neoliberalism, and good governance (UNESCO, 1999). Therefore, the aim of this paper is to problematize, interrogate, and contextualize local education policy-making, donors funding of education, the discourses of globalization and neoliberalism, and how these influence educational policy-making in Angola.

 

Keywords: Governmentality, neoliberalism, discourse, education policy, non-governmental organizations

 

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