Neo-Liberal Education, Indigenizing Universities?
DOI :
https://doi.org/10.14288/cjne.v37i1.196567Résumé
The focus of this article is to explore the limits of indigenizing the academy within thecurrent context of university restructuring. Approaching the Indigenization of academia in the broader context of neo-liberalism is useful for several reasons: (1) to examine the ways in which educational reforms are being shaped and imagined bycompeting visions of what constitutes knowledge; (2) to explore how universities arenot only responding to neo-liberal logics but also active participants in producing suchlogics; and (3) to analyze the impact that neo-liberalism has on resurgent knowledge.The article argues that the seemingly disparate pedagogical discourses that have beencirculating in recent years in many universities do not indicate incoherence. Restructuring of education, internationalization, the focus on community, and Indigenization,among others, are part of new processes of subjectivization that are inseparable fromneo-liberalism. Moving beyond the inevitability of neo-liberal governance and the flattening of difference involves making visible how discourses naturalize certain solutionsand ideas about what is (im)possible.