Threat or necessity: an analysis of the development of International Baccalaureate education in Shanghai

Deng, Li; Wu, Shaoyang; Chen, Yumeng; Peng, Zhengmei

doi:10.1080/00131911.2023.2182761

Cited by 6 publications

(9 citation statements)

References 41 publications

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“…Overall, recent regulation appears to have had a significant impact on the international school industry. Deng et al (2023) state that the policy restrictions have caused panic and anxiety amongst education practitioners, investors and parents. Moreover, fewer international schools have opened since 2021 (although this may be due to Covid-19 and related policies), with many schools having had to change their names, removing certain taboo words, such as 'international', and references to foreign places and educational institutions including the names of foreign public schools (ISC Research, 2022).…”

Section: Key Insightsmentioning

confidence: 99%

“…a cosmopolitan perspective) to the periphery. Taking inspiration from Jin (2022), we refer to this new restricted landscape as 'International Schooling 3.0: Restriction and Regulation' in order to differentiate it from the two pervious phases of international school activity as identified by Deng et al (2023) and Jin (2022). These two phases could be labelled 'International Schooling 1.0: Growth and expansion' and 'International Schooling 2.0: Integration', respectively.…”

Section: Key Insightsmentioning

confidence: 99%

“…Although international schools have always been regulated by the Chinese government, policy reforms introduced since 2021 have sought to clarify and underscore existing regulations (Liu, 2023). For example, the ambiguous wording of previous policy documents, such as ‘foreign curricula and teaching materials cannot be used completely’ have been replaced by stronger phrases, such as ‘forbid using’ and ‘not to be brought in’ (Deng et al., 2023, 8). These regulations have also introduced new rules, such as restrictions on curriculum, admissions and ownership (Jones et al., 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Students are also required to undertake national curriculum courses during high school, such as moral education, as well as observe symbolic routines, such as singing the national anthem (Poole, 2021). The reason for the regulation has been attributed to the Chinese government's concern that international schools’ rapid expansion poses a potential threat to educational sovereignty, cultural identity and educational equity (Deng et al., 2023; Wright, Lin, & Lu, 2022). Significantly, China is not the only country to demonstrate a growing national focus by regulating the international school sector.…”

Section: Introductionmentioning

confidence: 99%

“…Accordingly, our analysis does not just draw on teachers’ experiences in order to examine schools’ reactions to regulation, but also seeks to explore teachers’ understandings of international schooling and, by digging into them, consider the scope and nature of regulation on their very subjectivities. More generally, we add to the growing literature on international schooling in China, which can be divided into three main categories: teacher‐focused (Bunnell & Poole, 2022; Harrison et al., 2023; Kostogriz et al., 2022; Kostogriz & Bonar, 2019; Poole, 2021; Poole, 2022); student and parent‐focused (Ma & Wright, 2021, 2022; Woods & Kong, 2020; Wright & Mulvey, 2022; Wright, Ma, & Auld, 2022; Young, 2018); and industry‐policy focused (Deng et al., 2023; Jin, 2022; Jin & Chen, 2023; Probert, 2022; Wright, Lin, & Lu, 2022; Wu & Koh, 2023).…”

Section: Introductionmentioning

confidence: 99%

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Nationalising the international in China: A phenomenological study on the purpose of international schooling in an era of regulation

Poole,

Qin

2023

British Educational Res J

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Recent policy changes to the regulation of international schooling for Chinese nationals in China have seen restrictions on curriculum, admissions and ownership. While there is evidence of the impact of these changes at the institutional level, it is not clear how recent regulation has impacted the actors at the phenomenological level. In order to address this gap, we situate recent regulation within the concept of cosmopolitan nationalism, which highlights the interplay of local and global forces and places lived experience at the forefront of analysis. We also draw on qualitative survey and in‐depth interview data with teachers from an international school in China that explored their understandings of international schooling. By analysing the teachers’ understandings of international schooling, we were able to gain an insight into the impact of regulation at the level of lived experience. Overall, we found little evidence that regulation had impacted the teachers’ beliefs about international schooling, suggesting either the normalisation of regulation or a lag between its implementation and internalisation. Our findings also suggested two main configurations of cosmopolitan nationalism held by the teachers. The first, which we refer to as ‘cosmopolitanism with national characteristics’, positions international schools as a more diverse and care‐free alternative to domestic schooling. The second configuration of cosmopolitan nationalism, which we refer to as ‘nationalism with cosmopolitan characteristics’, positions the nation as the foundation and cosmopolitan‐related aspects as peripheral.

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Section: Key Insightsmentioning

confidence: 99%