Provoking elite schools’ defences: an antistrophon

Prosser, Howard

doi:10.1080/01596306.2018.1509840

Cited by 9 publications

(1 citation statement)

References 36 publications

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“…As noted by Keddie et al (2021, p.3), "pursuing goals of inclusion in these exclusionary spaces is highly complex and contentious…Elite schools are built on histories and traditions of exclusion in relation to class, race, and gender." Critics of "diversity work" in independent schools have argued that because many school structures and norms continue to be inherently exclusive and support the success of white and wealthy students (Prosser, 2020), such "diversity" efforts are grounded more in an effort to improve "the education of the White majority at the expense of the lived experience of students and faculty from historically marginalized racial and class backgrounds" (Keddie et al, 2021, pp. 3-4) than in an effort to be more inclusive (R. A.…”

Section: A Place Of Privilegementioning

confidence: 99%

The role of error culture in math classroom learning

Wasilewski

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Section: A Place Of Privilegementioning

confidence: 99%

The role of error culture in math classroom learning

Wasilewski

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British Elite Private Schools and Their Overseas Branches: Unexpected Actors in the Global Education Industry

Bunnell

Courtois

Donnelly

2020

British Journal of Educational Studies

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Our paper examines the opening of branches overseas ('satellite colleges') by elite private schools mainly located in England ('founding colleges'), largely in emerging economies of the Middle East and South East Asia. We trace the development of these 'satellite colleges' over three successive waves of growth, from opportunistic venturing in Thailand in the late-1990s to their recent rapid growth in numbers in a phase characterized by the market entry of new actors and geographic diversification. We argue that the emergence of these schools occurs in line with the continued intensification and diversification of the GEI. This implies a significant shift in the modes of legitimation on which British elite schools typically rely. This desire to pragmatically seek out a reliable, low-cost alternative revenue stream 'back home' is still driving the supply but does not on its own explain the unprecedented growth of activity characterizing the current 'third wave'. Further, a number of new school openings is already planned (Phillips, 2017), pointing towards a possible 'fourth wave' emerging in the near future.Despite its current rapid upward growth slope, and the involvement of 'icons of elite education' (Bow, 2017), the 'satellite college model' has attracted very little attention beyond the British-based trade press, as well as a single piece of sustained analysis by Bunnell (2008) when the phenomenon was in its infancy. 1 While in higher education, the 'International Branch Campus' (IBC) phenomenon is relatively well researched (e.g. Kosmützky, 2018;Liu and Lin, 2017), its school-level counterpart is still largely ignored by academic comment or research, and remains almost entirely under-theorized.This paper is based on data collated from publicly available data sources including the trade press, school websites, and industry reports. It charts and analyses the emergence of the 'satellite college model' as part of the trend of marketization and globalization of education.More specifically, we locate this phenomenon at the intersection of two significant trends typically analyzed separately. On the one hand, there is the enduring appeal of an exclusive, British 'elite' education for the aspiring middle classes worldwide (Kenway and McCarthy, 2014;Ayling 2019;Brooks and Waters, 2015), and on the other, there is the remarkable expansion of the 'global education industry' (GEI) (Ball, 2012;Parreira do Amaral et al., 2019;

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The crypto-growth of “International Schooling”: emergent issues and implications

Bunnell

2021

Educational Review

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The diverse arena of International Schooling concerned with schools delivering a non-local curriculum in English largely outside an Englishspeaking nation, has grown enormously during the current wave of globalisation. Traditionally, the arena of "International Schools" played an intended ideological and pragmatic role, albeit in a rather discrete and peripheral manner which in practice facilitated an exclusive schooling experience for a limited and already privileged transnational elite clientele. Its growing appeal and access to a wider, localised clientele is now a key source of tension. A period of fast-paced, reactionary policy-making in areas such as China, Malaysia, Myanmar, Vietnam, and Qatar, has quickly and rather quietly ushered in a new, diverse provision of private international schooling, supported by a complex global package of commercially-driven support-agencies and backed by private equity. Further, a body of state-backed "Public International Schools" are discretely beginning to appear, offering an entirely new arena of activity. Moreover, there is evidence that much of this is occurring without national debate or awareness, creating a newer and more complex form of "crypto-growth". The arena of International Schools now competes directly within the national sphere of education, raising both their political profile and critical discussion about their emergent purpose and intentions. The role now seems much more blurred and problematic, and tensions are beginning to appear at a local and national level adding to the sense of insecurity and precarity.

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Provoking elite schools’ defences: an antistrophon

Cited by 9 publications

References 36 publications

The role of error culture in math classroom learning

The role of error culture in math classroom learning

British Elite Private Schools and Their Overseas Branches: Unexpected Actors in the Global Education Industry

The crypto-growth of “International Schooling”: emergent issues and implications

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