The promised capitals of international high school programmes and the global field of higher education: The case of Shenzhen, China

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in International Education Pub Date : 2022-08-01 DOI:10.1177/14752409221122070

Ewan Wright, Benjamin Mulvey

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引用次数: 3

Abstract

The term ‘international school’ encompasses a broad array of institutions offering a range of different programmes. However, the differences between these programmes have scarcely been explored in the existing literature. This article focuses on three popular international high school programmes (Advanced Levels, Advanced Placement, and International Baccalaureate Diploma Programme) by drawing upon in-depth interviews with international school counsellors, teachers, parents, and students in Shenzhen, China. We employed the Bourdieusian concepts of ‘promised capitals’ and the ‘global field of higher education’ to delineate differences amongst these international programmes. We argue that each international programme promises the accumulation of distinct combinations of capitals associated with different global circuits of mobility for higher education. At the same time, we also suggest that the extent to which the promised capitals are conferred is complicated by the ‘localisation’ of schools: this impacted the delivery of promises related to embodied cultural and social capital forms.

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国际高中项目和全球高等教育领域的承诺之都：以中国深圳为例

“国际学校”一词涵盖了一系列提供不同课程的机构。然而，这些方案之间的差异在现有文献中几乎没有被探讨。本文通过对中国深圳的国际学校辅导员、教师、家长和学生的深入采访，重点介绍了三个流行的国际高中课程(高级水平课程、大学先修课程和国际文凭课程)。我们采用布尔迪乌的“承诺资本”和“高等教育的全球领域”的概念来描述这些国际项目之间的差异。我们认为，每个国际项目都承诺积累与高等教育不同全球流动回路相关的不同资本组合。与此同时，我们还认为，承诺资本的授予程度因学校的“本地化”而变得复杂:这影响了与具体文化和社会资本形式相关的承诺的交付。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

14.30%

发文量

期刊介绍： The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.