Lived literacy curriculum in a globalized schooling context: a case study of a Sino-Canadian transnational programme

Hong Kong and Canadian students experiencing a new participatory culture: A teacher professional training project undergirded by new media literacies

“…Closely related to new media literacies skills are students' abilities to traverse diverse communities, negotiate and respect "multiple perspectives", and grasp "alternative norms" (Jenkins, 2009, p. 97). Against the backdrop of globalization and technological advancement, scholars tend to conceive of 21st century literacy capacities as encompassing: 1) nurturing respectful imagining of foreign others and a genuine openness to the social and linguistic practices of foreign others (e.g., Saito, 2010), 2) negotiating meanings "across divergent cultural, linguistic, geographic, and ideological landscapes both on-and off line" (Hull & Stornaiuolo, 2010, p. 86), and 3) taking up local and global projects for individual transformation and societal changes (e.g., Zhang & Heydon, 2014).…”

Chinese and Canadian teachers implement a hybrid Sino-Canadian curriculum: A multiliteracies perspective

“…In November 2014, the total number of Canadian transnational education programmes in China was 77, a 60% increase from November 2011 (The CICIC, 2014). There is an emerging body of literature on Sino-Canadian K-12 school links (e.g., Connelly & Xu, 2011;Cosco, 2011;Kuehn, 2002;Schuetze, 2008;Zhang & Heydon, 2014); however, studies on transnational programmes in higher education are more abundant (e.g., Hayhoe, Pan, & Zha, 2013;McBurnie & Ziguras, 2007).…”

Canadian Literacy Curricula in Macau, China: Students’ Lived Curriculum

“…Studies also show that strong senses of belonging and engagement with educational communities in the home countries were hard to obtain even though transnational education students might seek membership of home-country learning communities (e.g., Chapman & Pyvis, 2006a, 2006bDebowski, 2008;Pyvis, 2008;Pyvis & Chapman, 2005). One of my prior studies otherwise relates that the hybrid Chinese and Canadian secondary school curriculum that was used in a transnational education program in South China mobilized students' engagement with their imagined global others (Zhang & Heydon, 2014). We contend that participation into the imagined communities in the host country (See also Norton, 2001) might have the potential to inspire new actions and transformation.…”

“…This study was undergirded by the theoretical lens of cosmopolitan literacies. My prior studies on secondary school transnational education found that the epistemological configurations about regional parochialism, mono-mode and mono-lingual literacy, and national identities have less interpretive power to account for transnational education students' lived experience and identity formation in cross-border learning spaces (Zhang, 2015;Zhang & Heydon, 2014, 2015. I therefore anchored my study in the scholarly work on cosmopolitan approaches to literacy education (e.g., Hawkins, 2014;Hull & Stornaiuolo, 2010Saito, 2010;Vasudevan, 2014;WahlstrÖm, 2014) that focuses on engaging students in the interlocution between locality and globality.…”

“…The existent literature on tertiary transnational education explored how new identities and cross-border learning emerged when students were engaged in various transnational education programming such as twinning programs, online education, and offshore campus (e.g., Debowski, 2008;Pyvis & Chapman, 2005). However, except for the author's endeavors (Zhang & Heydon, 2014;Zhang, Heydon, Li, & Malins, submitted), there is a paucity of research that investigates secondary school students' experience in literacy learning and identity formation in the cross-border education spaces. This study responded to the gap and focused on students' lived curriculum at a Canadian transnational education school in Macau, China (The Macau-Canada School [mcs]; pseudonym) that used the Alberta literacy curricula for its students that represented 34 countries.…”