The World Bank (2021) estimates that nearly 220 million students are enrolled in tertiary education around the world. While the national systems of higher education that serve these students vary widely in size, mission, and resources, they perform similar roles within their communities. In the modern era, societies tend to sort and allocate their citizenry on the basis of educational and professional experience. To meet society’s material needs, systems of education construct categories of instruction that standardize and manage the production of knowledge. Postsecondary institutions set standards for academic quality that seek to create “standard types of graduates from standard categories of pupils using standard types of teachers and topics”; completion of a college degree thus represents an act of ritual classification in which the educational experience codifies the rules, norms, and ideologies of its surrounding communities (Meyer & Rowan, 1978, p. 219). The question is: whose rules, norms, and ideologies confer the most legitimacy? Uncovering the power dynamics that create systems of inequity and oppression is more imperative than ever as rules, norms, and epistemologies continue to cross cultures and borders (Blanco Ramírez, 2014; de Wit & Altbach, 2021; George Mwangi et al., 2021; Lee, 2021).