Emergent Geographies of International Education and Social Exclusion
Emergent Geographies of International Education and Social Exclusion
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DOI：
10.1111/j.1467-8330.2006.00492.x
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发表时间：
2006-11
期刊：
影响因子：
5
通讯作者：
J. Waters
中科院分区：
文献类型：
--
作者：
J. Waters
本文探讨了教育国际化的最新发展对社会空间的影响，包括外国学生数量的增长和离岸学校的建立。它展示了“西方”国际教育的新兴地理位置与学生“发送”和“接收”社会的社会再生产之间的关系。根据在香港和加拿大的田野调查，报告认为，国际教育正在改变实现社会再生产的空间尺度：一方面，东亚的中上阶层人口能够通过接受“西方教育”来确保自己的社会地位，从而在“送学生”的社会中创造了新的社会排斥地理位置。另一方面，加拿大的中小学能够利用国际化的好处，以抵消新自由主义教育改革的负面影响，从而促进当地的社会再生产。
This paper explores the socio-spatial implications of recent developments in the internationalisation of education, which includes the growth in numbers of foreign students and the establishment of offshore schools. It demonstrates the relationship between emergent geographies of international education in the “West” and social reproduction in both student “sending” and “receiving” societies. Drawing on fieldwork in Hong Kong and Canada, it argues that international education is transforming the spatial scales over which social reproduction is achieved: on the one hand, upper-middle-class populations in East Asia are able to secure their social status through the acquisition of a “Western education”, thereby creating new geographies of social exclusion within “student-sending” societies. On the other hand, primary and secondary schools in Canada are able to harness the benefits of internationalisation in order to offset the negative effects of neoliberal educational reform, thereby facilitating local social reproduction.