Session Information
99 ERC SES 07 D, Policy Studies and Politics of Education
Paper Session
Contribution
topic:
International schools in policy discussions face complexity within the network of globalization and national development strategy interests (Ball, 2012). Global South (GS) countries engage in the international education market to enhance international competitiveness with globalization, aligning with the 'competition state' concept that emphasizes economic performance and increased marketization within national borders (Cerny, 1997).
However, GS governments find themselves at a crossroads, as global capital's ascendancy challenges sovereign states' authority (Held & McGrew, 2007). Also, citizenship and national identity issues complicate the formulation of internationalized education policies (Hansen, 2012). Moreover, international school policies’ implementation simultaneously faces a democratic deficit, as noted by Brown (2000), where citizens are excluded from decisions on credential competition rules when international schools operate outside national systems.
Regulations on international schools delineate national education system boundaries (Komljenovic & Robertson, 2017), determining who can opt out of mainstream education for a market-oriented educational environment. One current international school policies’ primary objective is to manage market participation. Allowing local students access to international schools enables departure from the conventional education system and circumventing socialization’s significant aspects. This access may constitute a covert form of educational marketization, facilitating a quiet process that directly influences critical issues such as citizenship, inequality, national identity, and the country's strategy and position on talent in economic globalization context.
The convergence of economic globalization, Southern economic development, and middle-class growth, coupled with IB’s increasing popularity, marks a significant epoch. Through international school policies, GS nations strive to reconcile citizenship and stratification concerns with competitiveness. This confluence of economic forces and educational trends demands careful scholarly examination to comprehend global education’s evolving dynamics and its far-reaching societal implications.
Research questions & objectives:
Using evidence from four GS countries (China, India, Mexico, South Africa),the research will compare and analyse their international school policy from following aspects:
Evolution of International School Policies Over Time:
- How have GS states' international school policies evolved over time in response to changing economic, social, and political contexts, and what patterns or trends can be identified in their development?
Strategic Positioning and Talent Development:
- How do GS countries strategically position themselves for talent development through international schools amid economic globalization, and what policies support or regulate this alignment?
- How do policies advocating international education align with or influence broader economic development strategies in GS countries?
- How do GS governments address challenges posed by the rise of global capital, especially in formulating and implementing internationalized education policies?
Impact on Education Systems and National Identity:
- How do international schools regulations impact national education system boundaries and determine mainstream education opt-out eligibility?
- To what extent does public intervention shape education marketization, impacting citizenship, inequality, and national identity?
- In what ways do international school policies in the GS reflect or challenge national identity facing increasing globalization? How does international education promotion align with or challenge national cultural values?
Theoretical Framework:
Policy Process Model (Sabatier & Jenkins-Smith, 1993) provides a robust theoretical framework for effective policy analysis of this research. This model is suitable for exploring policy evolution’s multifaceted dimensions, formulation, and implementation. Emphasizing the dynamic and complex nature of policy development, the Policy Process Model considers stages like agenda setting, policy formulation, adoption, implementation, and evaluation.
Several scholars argue for the Policy Process Model’s applicability in education policy analysis (Ball, 1994; McLaughlin, 1987). Sabatier (2007) emphasizes the model's capacity to adapt to changing economic, social, and political contexts influencing policy development. Using this model, researchers can systematically investigate the historical trajectory of international school policies in the GS, identifying patterns, trends, and influential factors at each stage of the policy process.
Method
1. Data Collection: Policy Documents: • Laws, regulations, guidelines, and official reports related to international education. • Systematic collection of policy documents related to international school policies in the global South from relevant government agencies, education ministries, and international organizations. • Inclusion of historical and current policy documents to trace the evolution of international school policies over time. multimedia materials: • Statements and speeches of policymakers, views of experts and stakeholders, media coverage, public feedback and comments, relevant research, and academic literature • By collecting and analysing these diverse materials, researchers can gain a more holistic understanding of the formation and evolution of policy discourse. This comprehensive approach allows for a deeper analysis of the policy context, influencing factors, and societal responses. 2. Data Analysis: Thematic Analysis Thematic analysis stands as the chosen approach to scrutinize the collected data from policy documents and materials. This method involves a multi-step process, beginning with familiarization through repeated readings/watching to gain a profound understanding of the content (Braun & Clarke, 2006). Initial coding will identify key themes and patterns, followed by systematic searching for additional themes and their subsequent review. The final step involves defining and naming these themes to accurately represent the policy documents' content. This thematic analysis provides a structured and nuanced approach to uncovering the complexities within the policies (Nowell, Norris, White & Moules, 2017). 3. Coding Framework Development The development of a coding framework is crucial for organizing and interpreting the data effectively. The codebook, which serves as the guide for the analysis, will include clearly defined codes corresponding to the themes and patterns identified during the thematic analysis (Saldaña, 2015). The hierarchical structure of the codebook ensures that the complexity and interrelation of themes are appropriately represented (Huberman,2014). 4. Data Interpretation Following the coding process, the interpretation of the data involves placing the identified themes within their historical, social, and economic context. This contextualization is essential for understanding the nuanced aspects of policy decisions. Comparative analysis across different policy documents and time frames will be employed to discern patterns and shifts within the policies (Huberman,2014). The aim is to construct a coherent and comprehensive narrative that captures the evolution of international school policies in the global South, highlighting key turning points, challenges, and underlying motivations. This interpretative phase contributes to the depth and richness of the qualitative analysis (Elliott, Fischer, & Rennie, 1999).
Expected Outcomes
With assistance of the Policy Process Model, the findings revel the evolving mechanisms of international school policies in the global South in response to changing economic, social, and political contexts. The comparison and analysis of policy documents and multimedia materials from different global south government reveals various patterns of strategic positioning, driven by aspirations for international competitiveness and economic growth. The growth of the middle class and its increasing access to international education underscore the transformative role of international schools in shaping both domestic and global policies and institutions. Furthermore, the study highlights the complex interplay between international school policies, marketization pressures, and challenges related to citizenship, inequality, and national identity. Policies promoting international education often intersect with broader economic development strategies, reflecting the tension between citizenship concerns and competitiveness imperatives. The democratic deficit observed in the implementation of international school policies raises critical questions about inclusivity and public participation in education governance. Overall, the findings underscore the importance of international school policies as key instruments for managing participation in the global education market. By allowing local students access to international schools, governments in the global South seek to leverage education as a strategic tool for talent development and economic growth. However, these policies also raise concerns about equity, social cohesion, and national identity, highlighting the need for careful policy design and implementation. The research contributes to a deeper understanding of the multifaceted dynamics of international school policies in the global South, offering insights into their historical evolution, policy trajectories, and societal implications. By elucidating the complex interplay between economic globalization, education policies, and national development strategies, the study provides a valuable foundation for future research and policy discussions in this area.
References
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