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Critical Cosmopolitan Literacies: Students’ Lived Experience in a Canadian Offshore School in Hong Kong

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Third International Handbook of Globalisation, Education and Policy Research

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Abstract

This chapter adopted the lens of critical cosmopolitan literacies and focused on students’ literacy learning experience and identity formation in the transnational education space. This chapter is undergirded by the theoretical lens of critical cosmopolitan literacies in order to answer the research questions. Interview data demonstrated how narrowly defined local and transnational expectations on academic excellence affected students’ bodies and identities as docile and successful global citizens. Students appraised their literacy teachers’ critically oriented pedagogies that nurture critical meaning makers. However, though teachers in the era of changes should possess critical capacities to address the transnational issues and challenges, educational policies define what teachers could actualize in class from a narrowly local, regional and national epistemic standpoint. Such a global trend of neoliberal accountability has been generalized across borders and affected students’ literacy practices and identity construction.

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Authors and Affiliations

  1. Faculty of Education, Western University, London, ON, Canada

    Zheng Zhang

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  1. Zheng Zhang
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Correspondence to Zheng Zhang .

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  1. Australian Catholic University, Melbourne Campus, Melbourne, Australia

    Joseph Zajda

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Zhang, Z. (2021). Critical Cosmopolitan Literacies: Students’ Lived Experience in a Canadian Offshore School in Hong Kong. In: Zajda, J. (eds) Third International Handbook of Globalisation, Education and Policy Research. Springer, Cham. https://doi.org/10.1007/978-3-030-66003-1_27

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  • DOI: https://doi.org/10.1007/978-3-030-66003-1_27

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  • Online ISBN: 978-3-030-66003-1

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