Networked and Contradictory Local and Global Agendas: Literacy Curriculum Design and Implementation in a Canadian Transnational Education Program in China

• In Event: Contradictions and Complexities of Curriculum Reforms Around the World

Abstract

This study was conducted in a Canadian provincial secondary transnational education (TNE) program in China where Ontario secondary school curricula cross the borderline and are integrated with Chinese national curricula. Though curricula are seen as key to successful TNE programs, little is known about how the home country’s literacy curricula are adapted or integrated with the host country’s curricula and how they might affect TNE students’ learning experience in cross-border TNE contexts. To enhance the existent understanding of transnational education, this study investigates how literacy is conceived and practiced at the various levels of curriculum (Eisner, 2002; Hayden, 2006) in the TNE program where diverse Chinese and Canadian educational actors and ideologies meet, clash, and interact.

Author

• Zheng Zhang, The Chinese University of Hong Kong