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 maneuver political, social, geopolitical, and economic policy simultaneously in both the host and home-licensing 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 socio-cultural 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 globalisation dominated by Eurocentric perspectives. It de-compartmentalizes 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 for those interested in the intersections between education and geopolitically-situated forms of soft power.
This book critically examines the international, geopolitical, policy, institutional, and curricular challenges facing Canadian offshore school programs.
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 Manitobas 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
Fei Wang is Associate Professor in Educational Leadership and Administration in the Department of Educational Studies at the University of British Columbia, Canada.
André Elias Mazawi is Professor, Sociologist of Education, at the Department of Educational Studies at the University of British Columbia, Canada.
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