Intellectual colonialism and national education systems
Svetlana A. Sharonova – Nina V. Trubnikova – Natalya S. Erokhova – Helena A. Nazarova
DOI: 10.18355/XL.2018.11.02.27
Abstract
The concept of intellectual colonialism has recently attracted much attention. Initially, it arose on the basis of a rethinking of the educational processes in the former African colonies of Britain, France, etc. and then acquired a new meaning as a new form of colonization without involving seizure of territories. Further globalization processes accelerated development of this phenomenon and expanded its worldwide influence. Colonial subordination tactics may take various forms. In African countries lacking a well-developed national system of education, intellectual colonialism functions through the introduction of education in the language of the former colonizers of this country. In Eastern Europe, Russia, which have been historically characterized by highly-developed education systems, the effect of intellectual colonialism is manifested in the destruction of these national systems and their subordination to a unified global system rooted in the culture and principles of particular countries (primarily the USA and the UK, which hold leading ranking positions and concentrate financial flows). In countries with a highly-developed economy and stable policy, such as Japan, intellectual colonialism undermines the authority of national education systems through the advancement of world rankings.
Key words: colonialism, intellectual colonialism, global system of education, national education
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