Negotiating Global Citizenship, Protecting Privilege: Western Expatriates Choosing Local Schools in Hong Kong

Autor/inn/en	Groves, Julian M.; O'Connor, Paul
Titel	Negotiating Global Citizenship, Protecting Privilege: Western Expatriates Choosing Local Schools in Hong Kong
Quelle	In: British Journal of Sociology of Education, 39 (2018) 3, S.381-395 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Connor, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2017.1351866
Schlagwörter	Foreign Countries; School Choice; Parent Attitudes; Ethnic Groups; Minority Groups; Social Differences; Social Class; Disadvantaged; Foreign Nationals; Global Approach; Cultural Awareness; Labor Market; Sino Tibetan Languages; Second Language Learning; Middle Class; Self Concept; Foreign Policy; Qualitative Research; International Education; Acculturation; Cultural Differences; Elementary Secondary Education; Semi Structured Interviews; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Choice of school; Schulwahl; Elternverhalten; Ethnie; Ethnische Minderheit; Sozialer Unterschied; Social classes; Soziale Klasse; Ausländer; Ausländerin; Globales Denken; Cultural identity; Kulturelle Identität; Labour market; Arbeitsmarkt; Zweitsprachenerwerb; Mittelschicht; Selbstkonzept; Außenpolitik; Qualitative Forschung; Internationale Erziehung; Akkulturation; Kultureller Unterschied; Hongkong
Abstract	We examine school choices made by western expatriate parents in post-colonial Hong Kong in order to understand the essence of imagined global citizenship and its implications for existing ethnic and class inequalities in the education system. Responding to changes in the global job market, a small but increasingly visible group of parents are seeking to challenge what they see as the constraints of expatriate life by developing global opportunities for their children through Cantonese language acquisition in the local education system. Drawing on the sociological literature on school choice and middle-class identity, we argue that these parents are negotiating for themselves a global imaginary in which cultures can easily be traversed and social class is levelled. But such global desires, we suggest, can also replicate colonial privilege in a way that marginalises poorer schools and other ethnic minorities in the education system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01