Author: Kyuseok Kim (Mick), MBA (he/him/his)
Abstract
In an era defined by Infocracy, a novel form of governance in the digital age, the influence of global educational hegemony and the implications for higher education are profound. Infocracy manipulates freedom for control, while digital transformation brings both promise and risk, often shaped by existing power dynamics. Global educational hegemony, dominated by institutions in the Global North, compounds issues of access and perpetuates digital colonization. Algorithms, not neutral but designed by humans, act as gatekeepers, limiting diverse perspectives.
However, the worldwide higher education space is multifaceted, offering avenues for counterbalance through regional agreements and localized strategies. Collaboration and fresh ideas demonstrate that hegemonic power structures can be challenged and diversified. Infocracy raises ethical, political, and educational considerations. As we navigate this complex intersection, we must prioritize inclusivity, transparency, and ethics. Our legacy will be defined by how we address these challenges and ensure equitable access to knowledge, preserving individual freedoms. In conclusion, Infocracy's impact on global education calls for vigilant stewardship and a commitment to shaping a brighter, fairer future for all.
Manuscript
In an interconnected world suffused with digital media, the framework of governance has shifted, morphing into what is termed as "Infocracy." This concept has not only redefined the shape and form of democratic governance but also extended its reach to the sphere of international higher education.
In his book “Infokratie”, Byung-Chul Han, a well-known South Korean-born philosopher, argues that Infocracy represents a new form of governance in the context of modern informational capitalism. Unlike industrial capitalism, which exerts control through force and oppression, Infocracy manipulates freedom for control. While we perceive ourselves to be free in this world, awash with accessible information, the reality is that our lives are being meticulously documented, making us susceptible to institutional control. It is an insightful paradox that, under a neoliberal information system, power mechanisms operate not because people are aware of constant surveillance, but because they perceive themselves to be free. The author poignantly describes this situation as a "transparent digital prison."
Building upon this thought-provoking concept, I, as a professional in the field of higher education, explore the relationship between Infocracy and global hegemony in higher education. I find it enlightening to examine how democratic ideals, paradigms, and geopolitical power imbalances are evolving, particularly in light of the digital divide between the Global South and North.
Infocracy and Digital Transformation
Infocracy integrates itself into democratic governance through subtle mechanisms of control which go beyond traditional modality of control. How do we uphold liberty and equality when public opinion and even public action can be manipulated through information control? Moreover, the paradoxical relationship between freedom and control in Infocracy echoes philosophical ideas like Foucault's Panopticon, raising additional concerns about self-regulation and internalized control. This creates an environment where people may live under the illusion of freedom while being subtly controlled—raising questions that challenge the democratic institutions and ideals underpinning of higher education in modern society.
In this particular context, digital transformation is perceived to have an ambiguous force. On one hand, it promises a more interconnected global educational landscape, but on the other, it also runs the risk of exacerbating existing inequities. Moreover, it does not exist in a vacuum; it's deeply influenced by existing power dynamics. Technologies like Artificial Intelligence and machine learning are developed and deployed primarily by institutions from the Global North, which could further institutionalize the situation. However, the digital realm also offers tools for resistance and the potential for more democratized forms of knowledge-sharing and collective action, if used thoughtfully.
The Confluence of Infocracy and Global Hegemony in Education
Global hegemony in higher education operates through multiple channels or levers. The United States acts as a powerhouse of knowledge production and high impact research, thus wielding significant influence all around the globe. Institutions and education systems with robust financial backing, often dubbed as ‘academic capitalism’ further centralize power. Additionally, the prominence of the English language in scholarly discourse extends the hegemonic influence of Anglo-American powers, marginalizing the other side of the academe such as South Korea to great extent.
Consequently, Infocracy and global hegemony in education have a symbiotic relationship, each magnifying the other's impact. The digital space dominated by the Global North compounds the issue of limited access to educational resources for marginalized communities, including those in the Global South. It perpetuates a digital colonization that extends beyond technology to educational content and perspectives. Digitization is clearly opening up vast resources, yet it's difficult to discern what lies on the other side.
Global hegemony in education, as articulated by Marginson and Ordorika in 2016, operates through various channels. The For example, US, as a knowledge production powerhouse, wields significant global influence, with English's dominance in scholarly discourse further extending Anglo-American power. This hegemony, mirrored in the digital space, limits access for marginalized communities, perpetuating a digital colonization beyond technology to educational content and perspectives.
Additionally, the algorithms that govern access to information in higher education and research may not be neutral; they are designed by humans and can therefore carry inherent biases. This introduces another layer of complexity. If the algorithms favor information and research emerging from those who have control over the digitized data, they further contribute to the digital and educational hegemony, acting as gatekeepers that limit diverse perspectives and voices from the rest of the world.
The Relational Dynamics in Worldwide Higher Education
The worldwide higher education space is far from monolithic. It includes a variety of stakeholders, including international organizations, governments, and educational institutions, not to mention each individual who desires quality learning experiences, all of which interact in a complex web of relationships. Strategies like regional agreements and organizations provide avenues to counterbalance the hegemonic influences. Europe's Bologna and Lisbon accords are prime examples of such cooperative measures.
Collaborative activities observed between South Korea, Japan, and China, especially in terms of student mobility—which has even expanded to include ASEAN countries—further prove the importance of such regional movements, particularly in non-Anglophone countries. Furthermore, localized strategies, such as BRICS' recent announcement of a new university ranking system to set itself apart from Western-led evaluation schemes, offer fresh ideas that can be studied and potentially replicated, demonstrating that hegemonic power structures can be challenged and diversified.
The Looming Challenges and Possibilities
Infocracy creates a challenging tapestry of ethical, political, and educational considerations. Its synergies with global educational hegemony raise pressing concerns, yet also reveal potential pathways for redress and balance. Our ongoing task is to recognize the multi-dimensionality of these challenges and opportunities. As we stand at this unique historical juncture, marked by digital transformation led by artificial intelligence, the urgency to reevaluate and reshape the foundational tenets of international higher education has never been more pronounced.
On top of it, as we adapt to this new landscape, ethical considerations take center stage. The balance between information access and privacy, between collective good and individual autonomy, becomes even more crucial. Ethical imperatives will increasingly influence how we navigate the complex challenges posed by both Infocracy and global educational hegemony.
In conclusion, I believe that the phenomenon of data collection, management, control, and utilization happening in higher education contextualized in global hegemony battle can be explained through Han’s idea. Indeed, Foucault had foreseen that with the advancement of information technology, individuals would become increasingly surveilled and controlled through data. The author takes this a step further by stating that such a data-driven regime has significant implications for governance, on a global scale, as information shapes public opinion, influences political outcomes, and even determines the direction of our lives.
In a world where massive information can hypothetically be controlled by a powerful minority, there is a risk of manipulating the masses and silencing the voices of marginalized and deprived individuals. This poses a significant challenge for international higher education, which typically aims to enhance equity by leveling the uneven educational terrains found across nations and providing expanded access to quality educational opportunities.
Thus, we must act with vigilance and purpose. As stewards of higher education, we bear the responsibility of promoting inclusivity, transparency, and ethical principles in this uncharted territory. Our collective effort can mitigate negative consequences and ensure information's democratizing power reaches every corner of the globe. It's a defining challenge that demands vision, collaboration, and a steadfast commitment to equitable access to knowledge and the preservation of individual freedoms.
This era's legacy may be defined by how we navigate this complex intersection.
References
Marginson, S., & Ordorika, I. (2010). Global hegemony in higher education and research. New York: Social Science Research Council.
Han, B. C. (2022). Infocracy: Digitization and the crisis of democracy. John Wiley & Sons.
Author
Kyuseok Kim (Mick), MBA (he/him/his)
Ph.D. Student, Department of Education, Korea University
Team Leader, the State University of New York, Korea
Email: k.s.mick.kim@gmail.com
LinkedIn page: https://www.linkedin.com/in/mickkim
Bio
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