Epistemic politics in the decolonisation of the body of knowledge of engineering discipline

Abstract

ABSTRACT This article is written within a conceptual space that considers engineering as a heteronomous discipline. In this context, we analyse how the state has intervened in the development of the body of knowledge of engineering discipline in a developing country in a process known as decolonisation and the political dynamism this has created. We take the case study of Kenya where the state has intervened in the development of engineering education by creating new universities with new schools to teach engineering. The expansionist education policy on the other hand raised questions of quality assurance. Particularly, who has the right to accredit engineering education became politically controversial question that was debated in courtrooms through litigations, on the floor of Parliament through legislations, and in the print media. These three form the multiple case study research based on document analysis in a situation where the regulator of engineering practice claims accreditation rights against universities themselves and the regulator of university education. The study reveals a fragile situation in a developing country where accreditation is construed as a matter of mandatory state regulation and recommends that developing countries should voluntarily rely on regional or, where possible, technical accreditors, instead of state regulators.