The Changing Landscape of Literacy Curriculum in a Sino-Canada Transnational Education Programme: An Actor-Network Theory Informed Case Study

Autor/inn/en	Zhang, Zheng; Heydon, Rachel
Titel	The Changing Landscape of Literacy Curriculum in a Sino-Canada Transnational Education Programme: An Actor-Network Theory Informed Case Study
Quelle	In: Journal of Curriculum Studies, 48 (2016) 4, S.547-564 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2015.1090626
Schlagwörter	Case Studies; Foreign Countries; Literacy Education; Curriculum Implementation; Secondary School Curriculum; International Education; Study Abroad; Elementary Secondary Education; Ethnography; Grade 10; Grade 11; English (Second Language); Mandarin Chinese; Second Language Learning; Language of Instruction; Teaching Methods; High School Students; Semi Structured Interviews; Classroom Observation Techniques; Global Approach; International Cooperation; Entrepreneurship; Neoliberalism; Discourse Analysis; Canada; China + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ausland; Internationale Erziehung; Studies abroad; Auslandsstudium; Ethnografie; School year 11; 11. Schuljahr; Schuljahr 11; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Globales Denken; Internationale Kooperation; Internationale Zusammenarbeit; Unternehmungsgeist; Neo-liberalism; Neoliberalismus; Diskursanalyse; Kanada
Abstract	This paper concerns an exploratory and interpretive case study of the literacy curricula in a Canadian transnational education programme (Pseudonym: SCS) delivered in China where Ontario secondary school curricula were used at the same time as the Chinese national high school curricula. Using ethnographic tools and actor-network theory, the study sought to understand and conceptualize the constituents, movements, and effects of the institutional, programmatic and classroom literacy curricula in the programme. The study found that many actors were responsible for the various and interrelated forms of literacy curricula from institutional to classroom. Actors included neoliberalism, educational entrepreneurs, and a philosophy of connecting the East and the West which in particular affected the institutional curriculum. Major findings concern the instability of this novel form of transnational curriculum-making when it was translated into programmatic and classroom curricula. Throughout our descriptions of these actors and translations, we highlight how the changing commitments and interests that mobilized SCS's literacy curricula eventually enabled and constrained certain forms of literacy and identity options for SCS students. We also address the possibilities illuminated by the network movements of cross-border curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01