Departing from the Beaten Path: International Schools in China as a Response to Discrimination and Academic Failure in the Chinese Educational System

Autor/in	Young, Natalie A. E.
Titel	Departing from the Beaten Path: International Schools in China as a Response to Discrimination and Academic Failure in the Chinese Educational System
Quelle	In: Comparative Education, 54 (2018) 2, S.159-180 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Young, Natalie A. E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2017.1360566
Schlagwörter	International Schools; Academic Failure; Case Studies; Foreign Countries; High School Students; Entrepreneurship; Educational Attainment; Educational Opportunities; Program Development; Social Class; Educational Strategies; Social Discrimination; Social Differences; Cultural Capital; Private Schools; School Administration; Government School Relationship; Tuition; Student Surveys; Student Attitudes; Participant Observation; Student Motivation; Family Characteristics; Institutional Characteristics; Canada; China (Beijing) + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Case study; Fallstudie; Case Study; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unternehmungsgeist; Bildungsabschluss; Bildungsgut; Bildungsangebot; Bildungschance; Programmplanung; Social classes; Soziale Klasse; Lehrstrategie; Soziale Benachteiligung; Soziale Schließung; Sozialer Unterschied; Private school; Privatschule; Unterweisung; Unterricht; Schülerbefragung; Schülerverhalten; Teilnehmende Beobachtung; Schulische Motivation; Kanada
Abstract	International schools are commonly depicted in the academic literature and popular press as offering elite educational credentials to an elite, oftentimes international, student body. In this paper, I draw on a case study of a Canadian international school to argue that a new form of international school is emerging in China--one that offers a haven for domestic students from certain competitive and discriminatory features of the Chinese educational system. Fieldwork was conducted at a Canadian curriculum high school for Chinese citizens in Beijing. Most students at the school were internal migrants or children of China's 'new rich' entrepreneurial class; that is, their families had economic resources but occupied precarious social positions in contemporary Chinese society. Analyses reveal that the international school offers a pathway to obtain baseline academic credentials in the absence of other opportunities for progress in the Chinese educational system. Together with evidence of dramatic growth in international schools and tracks in China, this case study suggests the emergence of a new type of international education programme that departs from a picture of international education as 'elite' in terms of student body, academic environment, and expected educational trajectories of graduates. The paper also develops our understanding of class and educational strategies in contemporary China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01