Coloniality of Epistemic Power in International Practices: NGO Inclusion in World Bank Policymaking
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Are international organisations’ inclusive practices better than top-down ones? This article analyses an attempt to dismantle formal hierarchies to integrate civil society actors in development policymaking at the World Bank. It argues that inclusive practices have not fully challenged the coloniality of epistemic power in North/South relationships because they did not democratise the capacity to influence meaning negotiation. Not only did the Bank not fully democratize its formal policymaking processes, but when it includes NGOs, the coloniality of power mediates their capacity to influence meaning-making. Therefore, despite “better” (liberal) practices of inclusion, interactions between the organisation's employees and NGOS workers are still mediated through remnants of colonial and racial devaluation. By adopting an international practice-based approach, this article analyses colonial epistemic violence through informal rules and practices. The case studied is the inclusion of NGOs at the World Bank under the Poverty Reduction Strategy Papers (1999–2014), with data from 31 publicly available interviews from the Bank’s Oral History Project, 41 first-hand interviews (realised between 2017 and 2019), and archival material (speeches, memoirs, memos, and internal reports).
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it