This book examines the practices and effects of emerging international curriculum programs established by Chinese elite public high schools and supported by China’s New Curriculum Reform and the Chinese-Foreign Cooperation in Running Schools (CFCRS) policy. Drawing on critical theory, the book applies sociological and anthropological approaches to the study of the educational practices of such curriculum programs and the rising Chinese elite class, as well as educational policy globally. Through analyzing a wide variety of data sources, this book focuses on examining how changing local and global contexts have influenced and shaped the educational opportunities, experiences, and aspirations of privileged urban Chinese students who are able to attend these programs and who hope to study at U.S. universities. In doing so, the book is intended to define the problematics of the internationalization of Chinese education and an emergent form of elite education in China, which are complex and embedded in the process of modernization in China.
Neoliberalism, Globalization, and "Elite" Education in China: Becoming International will appeal to undergraduates, postgraduates, and academics in the fields of curriculum studies, educational policy studies, sociology of education, and anthropology of education, as well as policymakers with an interest in globalization and education, education policy and education and international development.
Series Editor's Foreword
List of Figures
List of Tables
2. Neoliberalism, Globalization, and “Elite” Education in China
3. The Setting: The Rise of Neoliberalism in Chinese Educational Reforms
4. Neoliberal Global Assemblages: The Emergence of “Public” International High-School Curriculum Programs in China
5. The Choice of International High-School Curriculum Programs: “New” Parental Choice of School in China?
6. A New Form of Elite Schooling: Preparation for U.S. College Application, Privilege, and Power
7. The Educational Consulting Industry: Informal Schooling and the Making of Neoliberal Subjects
8. Conclusion and Implications
Epilogue: Reflection on Positionality and Research Design
This series focuses on the politics of education in Asia, inquiring into the processes of education reforms in the region in ways that foreground issues of equity, access and power relations. The series especially welcomes contributions that document the complex and contradictory interactions among various education agents and agencies in Asia – ministries of education, state boards and agencies, schools, teachers and teacher unions, university departments of education, local interest groups, the media, international standards agencies and global educational reform discourses. In thus illuminating the multiple sites of conflict and contestation both between and within the state and these agents, such a collection highlights the ways in which struggles over education in the region continue to reflect struggles over visions of social order, the unequal distribution of knowledge and opportunities, and entrenched relations of power and social control.
Among the questions the book series pursues include:
What do emerging understandings of civil society in Asia tell us about the ability of states to hold on to a singular conception of legitimate knowledge?
What are the discursive spaces created by democratic movements and what is their potential for counter-hegemonic educational work?
What happens to "non-official", popular and/or traditional knowledges and cultures, how are these positioned (if at all) and what sites of resistance do they create?
What are the fields of power within which counter-hegemonic groups are working, what ideals and ideologies are they coalescing around and how does the state provide – or concede – spaces for some of these groups?
In a region marked by the brutal histories of colonialism, how are new waves of education reforms emanating from the West and supra-national organizations such as the OECD negotiated and appropriated?
Given the rising levels of education of its citizens and the democratization of new media, what tensions and challenges do states encounter in continuing to use the curriculum as a form of social control?
These research questions are framed by a larger interest in the politics of education in the region and will draw upon interdisciplinary analyses of history, cultural studies, political science, economics, gender studies, sociology, globalization studies, philosophy and epistemology.