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This ethnographic study of an international curriculum program in China provides a holistic picture of classroom communication and describes patterns of discursive practice so that readers might vicariously experience the discursive construction of intercultural understanding. Through critical discourse analysis, this book reveals unequal access to meaning-making in everyday communication and explains these asymmetries in power.
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Table of Contents

Preface: Background to the Research Chapter 1: Framing the Research: Theoretical and Methodological Concerns Chapter 2: Stories from Class 2 Chapter 3: Discursive Practices in Lessons Chapter 4: Discursive Practices in Extra-curricular Activities Chapter 5: The Stratified and Differentiated Institutional ContextChapter 6: Representations of Communication: Analysis of Individual Participants' Interview Transcripts Chapter 7: The "Negotiated" Nature and the "Social-ness" of Organizational Communication: Discussion and Conclusion Chapter 8: Reflecting On Field Relationships and Ethical Issues Appendix 1: Hymes's (1972) Speaking Model Appendix 2: Transcript Conventions Appendix 3: Coding Chart Appendix 4: Curriculum Design of This IBDP

About the Author

Wang Xi is assistant professor at Beijing Normal University.


This is an important case study on how the International Baccalaureate Diploma Program is implemented in one of the international schools in mainland China. Taking on a semiotically constructionist stance, the author depicts a holistic picture of the communication web in the program and analyzes how international mindedness is discursively constructed through moment-to-moment communication. Methodologically, the author adopts an ethnographic approach in combination with critical discourse analysis in describing and analyzing communications in the classroom, extra-curricular activities, and interviews with teachers and students. Of great innovation, such methodological mix is a good choice for investigating the subtle value conflicts and power struggles at the micro level. I believe that this book will be important reading for people who are interested in theories and practices of international schooling and intercultural learning. -- Xiangming Chen, Peking University In a context of emerging global elites as transnational ruling powers and a growing interest in elite education, this volume revolves around two central themes: international and elite education. As China is fast becoming a forerunner in the trend toward IBDP while the centuries-old Sino-centralism remains strong, this book is highly timely to international readers. -- Rui Yang, University of Hong Kong This important book discusses implementation of International Baccalaureate program of study from the perspectives of Chinese teachers and learners. It addresses critically international education and education for international-mindedness by reference to qualitative data, and deserves to be read by teachers, administrators, and academics interested in the development of this expanding field. -- James Cambridge, International School of London Although not a book in the conventional sense, this comprehensive account of research undertaken in the context of a rapidly developing part of the world with respect to international education will be of undoubted value to researchers worldwide in the field of international schooling. It will also be of interest and support to those who hold leadership responsibility for the promotion and implementation of the International Baccalaureate program within institutions in both national and international contexts. It is a worthy addition to this series of accounts of the work of young researchers in generating emerging perspectives on education in China. -- J. J. Thompson, University of Bath

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