Implemented English curricula in transnational education: Neocolonialism and pedagogical orientations in a Canadian offshore program in China
Bibliographic record
Abstract
Transnational education has been widely offered through partnerships between minority world English-speaking countries such as the USA, UK, Australia, and Canada and majority world countries such as China, with a host of claimed benefits including opportunities to learn multiple languages. Despite its apparent opportunities, transnational education has also been identified as having the potential to forward neocolonialism and reproduce Western-centric linguistic and cultural hegemony through its imposition of English and English-related curricula onto majority world contexts. Contemporaneously, teachers, through their participation in implementing curriculum, have been documented as playing a crucial role in challenging neocolonial practices in transnational literacy education. To better understand and illustrate the role of teachers in transnational education implementation, this exploratory case study investigated three English teachers’ implementation of English curricula in a Canadian transnational education program located in China. Qualitative data sources included classroom observations and teacher interviews. The study was informed by the nested pedagogical orientations of literacy education (i.e., transmission, social constructivist, and transformative pedagogical orientations). Findings suggest that the teachers operated through transmission and social constructivist orientations and the various factors that mediated the implemented curricula: the programmatic curricular expectations, the local and global standardized tests, and students’ varied English proficiency levels. These factors concerted to enact literacy curricula that reinforced neocolonial power relations that privileged English academic literacy and Western-centric knowledges and ways of teaching. The article provides recommendations to resist neocolonial values and practices in literacy curriculum in globalized schooling contexts.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.016 | 0.005 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".