Westernization as Lingua Franca: Historical and Discursive Patterns of Hegemony in Global Higher Education Page: 9
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Global north - global south divide largely represents the groupings of predominantly
English-speaking, economically developed countries of Western Europe and North America
versus the politically and economically marginalized countries of the world. This line "makes
plain the vast disparities in wealth and influence between predominantly Anglo regions and the
rest" (Lee, 2021, p. 3). Though certain clusters do exist above and below the equator, the global
north and global south should not be thought of in geographic terms, but rather their
characteristics. In terms of higher education, the Global North and South encounter paradigmatic
conflicts that are based in historical and geopolitical might and domination that control
hegemonic ideologies found within curriculum and teaching practices.
Hegemony represents differential expansion of power or influence amongst ideologies
resulting in the dominance of one through control and subjugation of others at political,
economic, and socio-cultural levels. Hegemony is seen as being "inherently interventionist"
(Anderson, 2017, p. 5) and driven by force. However, terms like consent frequent the discourse
surrounding the definition of hegemony leaving ambiguity within its meaning.
Neoliberalism centers the supremacy of the market, supporting privatization and
deregulation to allow for an unfettered system of free trade (Bamberger et al., 2019; Harvey,
2005). Variation in the definition of this term occurs across geographical boundaries as
understanding and uptake of neoliberalism is impacted by a location's context. This paradigmaticshift towards free-market policies and competition occurred in the 1970s following the reign and
subsequent fall of Keynesian economics, which represented a more welfare-centric economic
system. When considering neoliberalism within the frame of higher education, education itself is
reduced to a commodity that can be obtained for "individual economic gain" (Bamberger et al.,
2019, p. 204) within the global knowledge economy.9
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Moore, Mallory Carson. Westernization as Lingua Franca: Historical and Discursive Patterns of Hegemony in Global Higher Education, dissertation, May 2024; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc2332627/m1/18/?rotate=270: accessed July 16, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .