Experimenting with International Curricula in Shanghai: Policies, Practice, and a Network Ethnography Analysis

Autor/inn/en	Jin, Jin; Chen, Jiaying
Titel	Experimenting with International Curricula in Shanghai: Policies, Practice, and a Network Ethnography Analysis
Quelle	In: ECNU Review of Education, 6 (2023) 4, S.623-645 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Jin, Jin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
Schlagwörter	Foreign Countries; International Schools; Curriculum; Administrator Attitudes; Teacher Attitudes; Institutional Characteristics; Educational Policy; Elementary Secondary Education; Networks; China (Shanghai) + Suchen Sie Ihr Suchwort? Ausland; International school; Internationale Schule; Curricula; Lehrplan; Rahmenplan; Lehrerverhalten; Politics of education; Bildungspolitik
Abstract	Purpose: Drawing on a study of international schools in Shanghai, this study explores how external experiences and curricula are mobilized as policy tools to inspire local educational innovations and how these experiences are enacted differently by schools. Design/Approach/Methods: Based on a review of policy documents and interviews with school principals, senior management stakeholders, and teachers, this study identifies and compares the typologies of international schools in policy design and practice. Then, by deploying the network ethnography method following three key nodes, this study offers some explanations for the gaps between policy design and enactments. Findings: This study demonstrates the complex relations, interests, and struggles involved in constructing and shaping the meanings of international curricula within local education. The findings show the autonomy of policy networks and the difficulties of 'steering' them in a clear-cut way. Originality/Value: This study is one of the earliest attempts, if not the first, to experiment with the method of network ethnography in the context of China. These findings offer a nuanced account of the complex relations and "ad hocery" involved in policy learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01