Contending with Censorship in Canadian-Accredited Schools Abroad

Autor/in	Smith, Lee
Titel	Contending with Censorship in Canadian-Accredited Schools Abroad
Quelle	In: Journal of Research in International Education, 22 (2023) 2, S.136-148 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/14752409231189370
Schlagwörter	Foreign Countries; Study Abroad; Principals; Censorship; International Cooperation; International Educational Exchange; High Schools; Experience; Moral Issues; Decision Making; Accreditation (Institutions); Intellectual Freedom; Freedom of Speech; Canada + Suchen Sie Ihr Suchwort? Ausland; Studies abroad; Auslandsstudium; Principal; Schulleiter; Politische Zensur; Internationale Kooperation; Internationale Zusammenarbeit; Internationaler Austausch; High school; Oberschule; Erfahrung; Moraltheorie; Decision-making; Entscheidungsfindung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Akademische Freiheit; Intellektuelle Unabhängigkeit; Redefreiheit; Kanada
Abstract	In this study, one current and three former British Columbia (BC) offshore school principals were interviewed to seek their insights on how they contended with being compelled to censor material and disallow topics of conversation while administering a Canadian curriculum in an international context. Using a research design consistent with an interpretative phenomenological analysis (IPA) methodological framework, the data were interpreted using three reduction cycles to generate five categories: disillusionment, anger, struggle, expedience, and subversion. The participants' responses were synthesized through the five categories in light of the phenomenon of moral distress, which occurs when a person is hindered from following a course of action consonant with their own moral judgement. Participants' reflections on leading Canadian high schools outside of Canada offered meaningful insights into their lived experiences abroad and provided a basis for a more robust consideration of how principals make sense of morally distressing situations in their schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01