Full Description
This book critically examines the international, geopolitical, policy, institutional, and curricular challenges facing Canadian offshore school programs. Bringing together scholars and practitioners concerned with addressing the pedagogical, organizational, curriculum, and policy aspects of this transnational mode of schooling, it represents a ground-breaking exploration of K-12 offshore schools within the wider contexts of global geopolitics and forms of soft power.
The book examines the vulnerability that arises from having to manoeuvre political, social, geopolitical, and economic policy simultaneously in both the host and home-licencing countries. It delves into conflicts within the context of neoliberal economic agendas, neocolonial and geopolitical interests, and social class reproduction within host countries. The book is the first scholarly space that questions how international educational initiatives are affected by emerging global threats, such as the recent Covid pandemic. Additionally, it unpacks the question of citizenship and its intersections with social class, immigration, and sociocultural dynamics. It explores how these intersections forge new paths not only to mobility but also to new configurations of power and new spaces of politics and identity. With a range of reflexive, empirical, and theoretical contributions that cover every aspect of offshore schools, the book reassesses the trope of globalization dominated by Eurocentric perspectives. It decompartmentalizes diverse perspectives and insights on the internationalisation of schooling opportunities, and provides an overview of the challenges and possibilities open to offshore schools in different cultural contexts, making it the first comprehensive body of research on this type of schooling.
This book will be of great value to researchers, faculty, scholars, and postgraduate students working across international and comparative education. It will be particularly useful to those interested in the intersections betweeneducation and geopolitically situated forms of soft power.
Contents
1. Editorial Introduction Fei Wang & André Elias Mazawi Part 1: Borders, Partnerships, and Bordering Capabilities 2. Assemblages of Territory, Political Authority, and Rights: The "Bordering Capabilities" of BC Certified Offshore School Programs 3. Affiliated Schools and Public-Private Partnerships in Manitoban Education: A Focus on Manitoba's Offshore School in Egypt 4. What counts as "educated citizens": Discussing how whiteness is represented by British Columbia offshore schools in non-Western contexts Part 2: Navigating Entangled Workplaces 5. Working in Offshore Schools - The Good, The Bad, and The Odd: Stories from Inspectors, Principals and Teachers 6. "Are you a moral imperialist for doing what you do there?": Thoughts on moral rightness from principals of Canadian-accredited schools in China Lee Smith Part 3: Pedagogical Encounters and Their Discontents 7. The post-pandemic re-positioning of a Canadian bilingual offshore school in the Paris region: the value-added of purpose, presence, and place 8. Student Perspectives of Pedagogies, Teachers, and Language Policies in Three British Columba Offshore Schools in China 9. Lingering between the Local and the Global: Decolonized Cosmopolitanism Informed Pedagogy in Offshore Schools 10. Afterword-Offshore Schools: Uncertain Futures Amid Shifting Tensions
