Access the full text.
Sign up today, get DeepDyve free for 14 days.
T. Bunnell (2008)
383, 28
J. Waters, Rachel Brooks (2015)
‘The magical operations of separation’: English elite schools’ on-line geographies, internationalisation and functional isolationGeoforum, 58
J. Song (2013)
For whom the bell tolls: globalisation, social class and South Korea's international schoolsGlobalisation, Societies and Education, 11
(2019)
Building UK-China education links stronger
J. Cambridge (2002)
Global Product Branding and International EducationJournal of Research in International Education, 1
Andrew Wilkins (2012)
School choice and the commodification of education: A visual approach to school brochures and websitesCritical Social Policy, 32
Wenxi Wu, A. Koh (2021)
Being “international” differently: a comparative study of transnational approaches to international schooling in ChinaEducational Review, 74
S. Pearce (2021)
The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysisJournal of Research in International Education, 20
Tristan Bunnell, Aline Courtois, Michael Donnelly (2020)
BRITISH ELITE PRIVATE SCHOOLS AND THEIR OVERSEAS BRANCHES: UNEXPECTED ACTORS IN THE GLOBAL EDUCATION INDUSTRYBritish Journal of Educational Studies, 68
(2022)
British independent schools in China and the rest of the world.
(2019)
International education strategy: Global potential, global growth.
Ma Ying, E. Wright (2021)
Outsourced concerted cultivation: international schooling and educational consulting in ChinaInternational Studies in Sociology of Education, 32
Z. Wan, X. Gao (2021)
‘Home away from home’: understanding Chinese parents’ ideological beliefs and involvement in international school students’ language learningCurrent Issues in Language Planning, 22
J. Gilmore, Joe Pine (1998)
Welcome to the experience economy.Harvard business review, 76 4
Xin Luo (2022)
Producing British education by Chinese parents: Fulfilling parenting responsibilities in WeChatBritish Educational Research Journal
Fei Wang (2017)
Canadian offshore schools in China: a comparative policy analysisJournal of Education Policy, 32
Wenxi Wu, A. Koh (2022)
REINING IN THE INTERNATIONAL: HOW STATE AND SOCIETY LOCALISED INTERNATIONAL SCHOOLING IN CHINABritish Journal of Educational Studies, 71
E. Wright, Ying-jeou Ma, E. Auld (2021)
Experiments in being global: the cosmopolitan nationalism of international schooling in ChinaGlobalisation, Societies and Education, 20
Basil Bernstein, H. Elvin, Rudolph Peters (1966)
Ritual in educationPhilosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 251
H. Soong (2021)
Raising cosmopolitan children: Chinese middle-class parents’ educational strategiesComparative Education, 58
Shuning Liu (2018)
Neoliberal global assemblages: The emergence of “public” international high-school curriculum programs in ChinaCurriculum Inquiry, 48
(2020)
Opening overseas: How British independent schools are leading the way
Jin-hua Jin (2022)
Ambivalent governance and the changing role of the state: Understanding the rise of international schools in Shanghai through the lens of policy networksInternational Journal of Educational Research
Tristan Bunnell (2008)
The exporting and franchising of elite English private schools: the emerging “second wave”Asia Pacific Journal of Education, 28
(2018)
Theresa May launches £500m education programmes with China
B. Bernstein (1966)
429, 251
Tristan Bunnell, A. Poole (2020)
ESCAPING THE FIRE FOR THE FRYING-PAN? BRITISH TEACHERS ENTERING INTERNATIONAL SCHOOLINGBritish Journal of Educational Studies, 69
AbstractTransnational education has attained increasing significance at the K-12 school level. This trend is seen in China with the recent expansion of offshore branch campuses that are exported from major Anglophone countries, most notably the UK. In recent years, many British private schools have set up franchised branches in China’s international school market. This paper investigates how these franchised schools manage to forge a distinctive institutional identity in China, using document analysis of 28 British school brands and case studies of two schools. Informed by the theories of the experience economy and commodity-sign, this paper explores how a “British school experience” is created through the reproduction of particular cultural objects and rituals, and is transformed into a new form of commodity prized for its sign value. I argue that this phenomenon represents an advanced stage of commodification in international schooling. This paper also discusses the internal contradictions between cultural commodification and education, as well as the external challenges that have emerged as the schools confront a changing policy context in China’s private education sector.
Beijing International Review of Education – Brill
Published: Mar 3, 2023
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.