An Interpretive Framework to Understanding the Development of Internationalised Education in China

Hao Wu

doi:10.54097/ehss.v13i.7913

Authors

Hao Wu

DOI:

https://doi.org/10.54097/ehss.v13i.7913

Keywords:

Internationalised education; internationalised school; development; China.

Abstract

This paper proposes an interpretive framework to examine China’s internationalised education development. Utilising a range of theoretical perspectives, encompassing the realms of politics, economics, legacy, driving forces and trends, this paper posits that the advancement of internationalised education within China is influenced by a multifaceted interplay of cultural, economic, and political factors. By examining the historical context of China's connection with the world and the role of the Chinese state in promoting internationalisation, the paper sheds light on the dynamics of this process. It highlights the struggles and tension, resulting in updated local policies, between the need to compete on the open global stage and the desire to maintain national sovereignty and cultural identity. Through a critical analysis of key policy documents in China, the paper identifies several challenges and opportunities for the future development of internationalised education in China. Ultimately, it contributes to a deeper understanding of the complex and multifaceted nature of the globalisation of education and its implications for China's future development.

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