Advertisement

Changing Spaces—The Reshaping of (Elite) Education Through Internationalisation

  • Claire Maxwell
Chapter

Abstract

In the concluding chapter of this volume, Claire Maxwell seeks to offer some new understandings about how internationalisation practices within education are altering our conceptions of what is elite. Drawing on the various contributions in the book, Claire Maxwell highlights four critical juxtapositions in the interpretation and implementation of internationalisation across various education spaces. She then makes a case for taking a "glonacal", multi-scalar approach to the study of this issue, and concludes by suggesting how geographer Thrift's (2009) work on four spaces could be usefully brought to bear on the question of internationalisation and how claims to elite-ness within education are made, received and being re-articulated.

Notes

Acknowledgements

I would like to thank Miri Yemini and Carol Vincent for their thoughtful comments on initial iterations of this chapter, and my co-editors—Ulrike, Heinz-Hermann and Werner for the opportunity to work on this project together.

References

  1. Appadurai, A. (1996). Modernity at large. Cultural dimensions of globalization. Minneapolis, MN: University of Minnesota Press.Google Scholar
  2. Appadurai, A. (2006). Disjuncture and difference in the global cultural economy. In M. G. Durham & D. M. Kellner (Eds.), Media and cultural studies: KeyWorks (pp. 584–603). Oxford: Blackwell Publishers.Google Scholar
  3. Ball, S., & Nikita, D. P. (2014). The global middle class and school choice: A cosmopolitan sociology. Zeitschrift für Erziehungswissenschaft, 17, 81–93.CrossRefGoogle Scholar
  4. Ball, S. J. (2016). The future of elite research in education. In C. Maxwell & P. Aggleton (Eds.), Elite education. International perspectives (pp. 69–75). Abingdon: Routledge.Google Scholar
  5. Ball, S. J., Junemann, C., & Santori, D. (2016). Joined-up policy: Network connectivity and global education. In K. Mundy, A. Green, B. Lingard, et al. (Eds.), The handbook of global education policy (pp. 535–553). Chichester: Wiley Blackwell.Google Scholar
  6. Bertron, C. (2016). “We are not elite schools”: Studying the symbolic capital of Swiss boarding schools. In A. Koh & J. Kenway (Eds.), Elite schools. Multiple geographies of privilege (pp. 171–187). Abingdon: Routledge.Google Scholar
  7. Brooks, R., & Waters, J. (2011). Student mobilities, migration and the internationalization of higher education. Basingstoke: Palgrave.CrossRefGoogle Scholar
  8. Brown, P., Lauder, H., & Ashton, D. (2011). The global auction: The broken promises of education, jobs and rewards. Oxford: Oxford University Press.Google Scholar
  9. Brown, P., Lauder, H., & Sung, J. (2015). Higher education, corporate talent and the stratification of knowledge work in the global labour market. In A. van Zanten, S. J. Ball, & B. Darchy-Koechlin (Eds.), World yearbook of education 2015: Elites, privilege and excellence: The national and global redefinition of educational advantage (pp. 217–230). London: Routledge.Google Scholar
  10. Bunnell, T. (2008). The exporting and franchising of elite English private schools: The emerging “second wave”. Asia Pacific Journal of Education, 28, 383–393.CrossRefGoogle Scholar
  11. Burawoy, M., Blum, J. A., George, S., et al. (2000). Global ethnography: Forces, connections and imaginations in a postmodern world. Oakland, CA: University of California Press.Google Scholar
  12. Dvir, Y., & Yemini, M. (2017). Mobility as a continuum: European commission mobility policies for schools and higher education. Journal of Education Policy, 32, 198–210.CrossRefGoogle Scholar
  13. Fahey, J. (2014). Privileged girls: The place of femininity and femininity in place. Globalisation, Societies and Education, 12, 228–243.CrossRefGoogle Scholar
  14. Fahey, J., & Prosser, H. (2015). Approaching methodology creatively: Problematizing elite schools’ ‘best practice’ through a film about perfection and imperfection. International Journal of Qualitative Studies in Education, 28, 1033–1048.CrossRefGoogle Scholar
  15. Forbes, J., & Lingard, B. (2015). Assured optimism in a Scottish girls’ school: Habitus and the (re)production of global privilege. British Journal of Sociology of Education, 36, 116–136.CrossRefGoogle Scholar
  16. Forbes, J., & Weiner, G. (2008). Under-stated powerhouses: Scottish independent schools, their characteristics and their capitals. Discourse: Studies in the Cultural Politics of Education, 29, 509–525.Google Scholar
  17. Gaztambide-Fernández, R. (2009). The best of the best: Becoming elite at an American boarding school. Cambridge, MA: Harvard University Press.Google Scholar
  18. Gaztambide-Fernández, R., Cairns, K., & Desai, C. (2013). The sense of entitlement. In C. Maxwell & P. Aggleton (Eds.), Privilege, agency and affect (pp. 32–49). Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  19. Gibson-Graham, J. K. (2002). Beyond global vs. local: Economic politics outside the binary frame. In A. Herod & M. Wright (Eds.), Geographies of power: Placing scale (pp. 25–60). Oxford: Blackwell Publishers.CrossRefGoogle Scholar
  20. Goren, H., & Yemini, M. (2017). Citizenship education redefined—A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170–183.CrossRefGoogle Scholar
  21. Harvey, D. (2006). Spaces of global capitalism: Towards a theory of uneven geographical development. London: Verso.Google Scholar
  22. Howard, A. (2013). Negotiating privilege through social justice efforts. In C. Maxwell & P. Aggleton (Eds.), Privilege, agency and affect (pp. 185–201). Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  23. Israël, L., & Vanneuville, R. (2017). Legal training and the reshaping of French elite: Lessons from an ethnography of law classes in two French elite higher education institutions. Journal of Education and Work, 30, 156–167.CrossRefGoogle Scholar
  24. Kenway, J., Fahey, J., Epstein, D., et al. (2017). Class choreographies. Elites schools and globalization. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  25. Kenway, J., Fahey, J., & Koh, A. (2013). The libidinal economy of the globalising elite school market. In C. Maxwell & P. Aggleton (Eds.), Privilege, agency and affect (pp. 15–31). Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  26. Khan, S. R. (2011). Privilege: The making of an adolescent elite at St. Paul’s school. Princeton: Princeton University Press.Google Scholar
  27. Koh, A. (2014). Doing class analysis in Singapore’s elite education: Unravelling the smokescreen of ‘meritocratic talk’. Globalisation, Societies and Education, 12, 196–210.CrossRefGoogle Scholar
  28. Lim, L., & Apple, M. W. (2015). Elite rationalities and curricular form: “Meritorious” class reproduction in the elite thinking curriculum in Singapore. Curriculum Inquiry, 45, 472–490.CrossRefGoogle Scholar
  29. Lingard, B., Martino, W., Rezai-Rashti, G., et al. (2016). Globalizing educational accountabilities. New York: Routledge.Google Scholar
  30. Mangset, M. (2017). Elite circulation and the convertibility of knowledge: Comparing different types and forms of knowledge and degrees of elite circulation in Europe. Journal of Education and Work, 30, 129–144.CrossRefGoogle Scholar
  31. Mangset, M., Maxwell, C., & van Zanten, A. (2017). Knowledge, skills and dispositions: The socialisation and “training” of elites. Journal of Education and Work, 30, 123–128.CrossRefGoogle Scholar
  32. Marginson, S., & Rhoades, G. (2002). Beyond national states, markets, and systems of higher education: A glonacal agency heuristic. Higher Education, 43, 281–309.CrossRefGoogle Scholar
  33. Massey, D. (2005). For space. London: Sage.Google Scholar
  34. Maxwell, C. (2015). Elites: Some questions for a new research agenda. In A. van Zanten, S. Ball, & B. Darchy-Koechlin (Eds.), Elites, privilege and excellence: The national and global redefinition of educational advantage (pp. 15–28). London: Routledge.Google Scholar
  35. Maxwell, C., & Aggleton, P. (2013). Privilege, agency & affect—Moving further debate. In C. Maxwell & P. Aggleton (Eds.), Privilege, agency and affect (pp. 248–257). Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  36. Maxwell, C., & Aggleton, P. (2016a). Creating cosmopolitan subjects—The role of families and private schools in England. Sociology, 50, 780–795.CrossRefGoogle Scholar
  37. Maxwell, C., & Aggleton, P. (2016b). Schools, schooling and elite status in English education—Changing configurations? Année sociologique, 66, 147–170.Google Scholar
  38. McCarthy, C., Bulut, E., Castro, M., et al. (2014). The Argonauts of postcolonial modernity: Elite Barbadian schools in globalising circumstances. Globalisation, Societies and Education, 12, 211–227.CrossRefGoogle Scholar
  39. Meyer, J. (1970). The charter: Conditions of diffuse socialization in schools. In R. Scott (Ed.), Social processes and social structures: An introduction to sociology. New York: Henry Holt Co.Google Scholar
  40. Nespor, J. (2014). Schooling for the long-term: Elite education and temporal accumulation. Zeitschrift für Erziehungswissenschaft, 17, 27–42.CrossRefGoogle Scholar
  41. Nilsson, B. (2003). Internationalisation at home from a Swedish perspective: The case of Malmö. Journal of Studies in International Education, 7, 27–40.CrossRefGoogle Scholar
  42. Nogueira, M. A., & Alves, M. T. G. (2016). The education of Brazilian elites in the twenty-first century. In C. Maxwell & P. Aggleton (Eds.), Elite education. International perspectives (pp. 162–172). Abingdon: Routledge.Google Scholar
  43. Parkin, F. (1974). The social analysis of class structure. London: Tavistock Publications.Google Scholar
  44. Power, S., Brown, P., Allouch, A., et al. (2013). Self, career and nationhood: The contrasting aspirations of British and French elite graduates. British Journal of Sociology, 64, 578–596.CrossRefGoogle Scholar
  45. Prosser, H. (2016). Servicing elite interests. Elite education in post-neoliberal Argentina. In C. Maxwell & P. Aggleton (Eds.), Elite education. International perspectives (pp. 173–185). Abingdon: Routledge.Google Scholar
  46. Resnik, J. (2012). The denationalization of education and the expansion of the international Baccalaureate. Comparative Education Review, 56, 248–269.CrossRefGoogle Scholar
  47. Resnik, J. (2016). Elite education systems in the emerging financial powers—Commentary. In C. Maxwell & P. Aggleton (Eds.), Elite education. International perspectives (pp. 186–191). Abingdon: Routledge.Google Scholar
  48. Rizvi, F. (2014). Old elite schools, history and the construction of a new imaginary. Globalisation, Societies and Education, 12, 290–308.CrossRefGoogle Scholar
  49. Robinson, W. I. (2012). Global capitalism theory and the emergence of transnational elites. Critical Sociology, 38, 349–363.CrossRefGoogle Scholar
  50. Rowe, E. (2015). Theorising geo-identity and David Harvey’s space: School choices of the geographically bound middle-class. Critical Studies in Education, 56, 285–300.CrossRefGoogle Scholar
  51. Salverda, T., & Abbink, J. (2013). Introduction: An anthropological perspective on elite power and the cultural politics of elites. In J. Abbink & T. Salverda (Eds.), The anthropology of elites: Power, culture, and the complexities of distinction (pp. 1–28). New York: Palgrave Macmillan.Google Scholar
  52. Sandgren, P. (2014). Toward a transnational history of elite boarding schools. European Social Science History Conference, Vienna.Google Scholar
  53. Sklair, L. (2000). The transnational capitalist class. Oxford: Blackwell Publishers.Google Scholar
  54. Soja, E. W. (1989). Postmodern geographies: The reassertion of space in critical social theory. London: Verso.Google Scholar
  55. Stronach, I. (2010). Globalizing education, educating the local: How method made us mad. Abingdon: Routledge.Google Scholar
  56. Tarc, P. (2009). Global dreams, enduring tensions: International Baccalaureate in a changing world. New York: Peter Lang.Google Scholar
  57. Thrift, N. (2009). Space: The fundamental stuff of geography. In N. Clifford, S. Holloway, S. Rice, et al. (Eds.), Key concepts in geography (pp. 85–96). London: Sage.Google Scholar
  58. van Zanten, A. (2009). A Choisir son école. Stratégies parentales et médiations locales. Paris: Presses Universitaires de France.Google Scholar
  59. van Zanten, A. (2016). Promoting equality and reproducing privilege in elite educational tracks in France. In C. Maxwell & P. Aggleton (Eds.), Elite education. International perspectives (pp. 114–125). Abingdon: Routledge.Google Scholar
  60. van Zanten, A., & Maxwell, C. (2015). Elite education and the State in France: Durable ties and new challenges. British Journal of Sociology of Education, 36, 71–94.CrossRefGoogle Scholar
  61. Vincent, C., & Ball, S. J. (2007). ‘Making Up’ the middle-class child: Families, activities and class dispositions. Sociology, 41, 1061–1077.CrossRefGoogle Scholar
  62. Wang, F. (2017). Canadian offshore schools in China: A comparative policy analysis. Journal of Education Policy, 32, 1–19.CrossRefGoogle Scholar
  63. Windle, J., & Nogueira, M. A. (2015). The role of internationalisation in the schooling of Brazilian elites: Distinctions between two class fractions. British Journal of Sociology of Education, 36, 174–192.CrossRefGoogle Scholar
  64. Yang, P. (2016). “Eliteness” in Chinese schooling. In C. Maxwell & P. Aggleton (Eds.), Elite education. International perspectives (pp. 135–147). Abingdon: Routledge.Google Scholar
  65. Yemini, M. (2015). Internationalisation discourse hits the tipping point: A new definition is needed. Perspectives: Policy and Practice in Higher Education, 19, 19–22.Google Scholar
  66. Yemini, M., & Dvir, Y. (2016). International Baccalaureate as a litmus test revealing conflicting values and power relations in the Israeli education system. Discourse: Studies in the Cultural Politics of Education, 37, 310–323.Google Scholar
  67. Yemini, M., & Fulop, A. (2015). The international, global and intercultural dimensions in schools: An analysis of four internationalised Israeli schools. Globalisation, Societies and Education, 13, 528–552.CrossRefGoogle Scholar
  68. Ziegler, S. (2017). Personalization and competition in elite schools in Buenos Aires: School strategies for the production and legitimization of dominant groups. Journal of Education and Work, 30, 145–155.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Claire Maxwell
    • 1
  1. 1.UCL Institute of EducationUniversity College LondonLondonUK

Personalised recommendations