Introduction: Epistemic Power Without Innocence
Debates about international organisations (IOs) and epistemic power often fall into two unsatisfying camps: either IOs are treated as largely neutral platforms for global coordination, or they are framed as little more than vehicles for Western … 
global education governance
measuring for whom? a decolonial perspective on the OECD’s global comparative regime in education
The governance of education in the Global South has long been shaped by international organisations (IOs), often in ways that reinforce historical patterns of epistemic injustice (see Bhambra, 2021). From the colonial imposition of schooling systems to the contemporary dominance of standardised …
scientized policy and epistemic authority in global education
Global education policy is shaped by claims of scientific authority, objectivity, and technical rigor (Luke, 2011; Zapp, 2021). Across national systems, decisions about schooling, accountability, and reform are routinely justified through standardized indicators, international assessments, and …