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The Global Knowledge Economy, the World Bank, and Higher Education Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies Spring 5-15-2015 The Power and Peril of Global Professionalization: The Global Knowledge Economy, The World Bank, and Higher Education Jeremy Cole Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Recommended Citation Cole, Jeremy, "The Power and Peril of Global Professionalization: The Global Knowledge Economy, The World Bank, and Higher Education." Dissertation, Georgia State University, 2015. https://scholarworks.gsu.edu/eps_diss/119 This Dissertation is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, THE POWER AND PERIL OF GLOBAL PROFESSIONALIZATION: THE GLOBAL KNOWLEDGE ECONOMY, THE WORLD BANK, AND HIGHER EDUCATION by JEREMY COLE was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree Doctor of Philosophy in the College of Education. The Dissertation Advisory Committee and the student’s Department Chair, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. ___________________________ ______________________________ Deron Boyles, Ph.D. Philo A. Hutcheson, Ph.D. Committee Chair Committee Member ___________________________ _____________________________ M. Lane Bruner, Ph.D. Kenneth Saltman, Ph.D. Committee Member Committee Member ____________________________ Kristen Buras, Ph.D. Committee Member ___________________________ Date __________________________ William Curlette, Ph.D. Chair, Department of Educational Policy Studies ___________________________________ Paul A. Alberto, Ph.D. Dean College of Education AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education's director of graduate studies and research, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. _________________________________________ Jeremy Burr Cole NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Jeremy Burr Cole 60 Oakridge Ave. SE Atlanta, GA 30317 The director of this dissertation is: Dr. Deron Boyles Department of Educational Policy Studies College of Education Georgia State University Atlanta, GA 30303 - 3083 CURRICULUM VITA Jeremy Burr Cole ADDRESS: 60 Oakridge Ave. SE Atlanta, GA 30317 EDUCATION: Ph.D. 2015 Georgia State University Educational Policy Studies, Social Foundations of Education M.A 2003 University of Georgia Religion, Minor in History B.A. 1998 Oberlin College Religion PROFESSIONAL EXPERIENCE: 2013 - Present Managing Director, Southeast Region U.S. Fund for UNICEF, Atlanta, GA 2011-2013 Major Gifts Officer U.S. Fund for UNICEF, Atlanta, GA 2008 - 2010 Director of Development International Community School, Decatur, GA 2000 - 2007 Youth Program Manager / Youth Special Services / School Liaison Coordinator Refugee Family Services, Clarkston, GA PRESENTATIONS and PUBLICATIONS Cole, Jeremy. “Democracy Exported, History Expunged: John Dewey’s Trip to Turkey and the Challenge of Building ‘Civilised’ Nations for Democratic Life.” History of Education 43, (2014): 504-523. Cole, Jeremy. “The Role of Higher Education in the Construction of Knowledge Societies: Within and Through the World Bank, 1994-2012.” Paper presented at the annual meeting for the History of Education Society, Indianapolis, Indiana, November, 2014. Cole, Jeremy. “Historians as Public Intellectuals in a World without Publics: The History of World Bank Involvement in Higher Education, 1963-2012.” Paper presented at the annual meeting for the History of Education Society, Nashville, Tennessee, November, 2013. Cole, Jeremy. “Global Education Meets Hegemonic Cosmopolitan Public Sphere: A Critical-Constructive Analysis of World Bank Educational Policy in Turkey.” Paper presented at the annual meeting for the American Educational Studies Association Annual Meeting, St. Louis, Missouri, November, 2011. Cole, Jeremy. “Local Associations, National Identities: Exploring the Public Sphere in John Dewey’s Visit to Turkey.” Paper presented at the annual meeting for the American Educational Research Association, Denver, Colorado, April, 2012. Cole, Jeremy. “Federal Enforcement of Equity on Local Populations: Brown v. Board of Education of Topeka, Kansas (1954) and the Integration of Schools in Macon, Georgia.” Paper presented at the annual meeting for the American Educational Studies Association, Pittsburgh, Pennsylvania, November, 2009. Cole, Jeremy. “Refugee Camp Education: Schooling without the State.” Paper presented at the annual meeting for the Curriculum and Pedagogy Conference, Decatur, Georgia, October, 2009. Cole, Jeremy. “Education as Enframing: Dare the Nation-State Build a New School Order?” Paper presented at the annual meeting for the Southeastern Philosophy of Education Society Conference,” Auburn, Alabama, February, 2009. PROFESSIONAL SOCIEITIES AND ORGANIZATIONS: 2010 – Present Association of Fundraising Professionals 2010 - Present American Educational Research Association 2010 - Present Southeastern History of Education Society 2009 - Present American Educational Studies Association 2008 - Present Southeastern Philosophy of Education Society THE POWER AND PERIL OF GLOBAL PROFESSIONALIZATION: THE GLOBAL KNOWLEDGE ECONOMY, THE WORLD BANK, AND HIGHER EDUCATION by Jeremy Cole Under the Direction of Dr. Deron Boyles ABSTRACT Since 1962, the World Bank has involved itself in higher education discourse and practice through the provision of loans and grants to developing nations. Initially, such involvement focused primarily on tangible infrastructure projects such as building schools and providing textbooks for students. Over time, however, the Bank has increasingly come to involve itself in less tangible projects such as policy work, technical assistance, and educational discourse – including the creation of the imaginary of the Global Knowledge Economy (GKE). Through this increased focus on higher education policy and discourse, the Bank has come to wield increasing authority over the discourse of knowledge and its means of production. In order to better elucidate the rising authority of the World Bank over higher education and discourses of knowledge production, this dissertation explores the historical development of the Bank’s work in higher education broadly, as well as in two specific countries, Morocco and Indonesia. The dissertation studies the Bank’s involvement in higher education through a critical historical method, which combines traditional historical analysis with a critical policy studies lens. Through this analysis, I argue that the authority of the World Bank over the discourse and practice of higher education and knowledge production has increased significantly through time due to the Bank’s role in the creation of a new global profession of higher education economists, and that this increased authority reveals an underlying irony in the Bank’s thinking and operations. The irony is that the Bank relies upon a fundamental belief in the power of free markets in the economic sphere, but increasingly deploys methods of centralized planning over higher education and knowledge production through these new professionals. This profession is allowed to flourish in part because the Bank and the GKE both exist within a global realm in which the global public sphere has not been clarified. This dissertation adds to the historical record of the Bank’s involvement in higher education discourse, policy and practice, while also exploring the need for more robust theories of the public sphere and for alternative views of knowledge and education at the global level. INDEX WORDS: World Bank, Higher education, History, Global knowledge economy, Morocco, Indonesia THE POWER AND PERIL OF GLOBAL PROFESSIONALIZATION: THE GLOBAL KNOWLEDGE ECONOMY, THE WORLD BANK, AND HIGHER EDUCATION by Jeremy Cole A Dissertation Presented in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy in Social Foundations of Education in the Department of Educational Policy Studies in the College of Education Georgia State University Atlanta, GA 2015 Copyright by Jeremy B. Cole 2015 ACKNOWLEDGEMENTS I am particularly grateful to Dr. Deron Boyles for guiding me through this dissertation, providing encouragement when
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