Trim: 6¼ x 9½
978-1-4985-1430-9 • Hardback • November 2015 • $121.00 • (£93.00)
978-1-4985-1431-6 • eBook • November 2015 • $114.50 • (£84.00)
Wang Xi is assistant professor at Beijing Normal University.
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 Context
Chapter 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
[T]he book is one of the few in the field of DA which takes a practical perspective on operationalizing the analysis of discursive patterns and the development of power and identity relations in a case study framework. Some of the concepts in DA and CDA which have always proved difficult for university students to understand have been simplified, illustrated and made easy to grasp. The volume nicely fills the gap between theory and practice in DA and is illuminating for the practicing DA researcher.... [T]he volume is beyond doubt a welcome resource for those interested in doing research in this field of study. Wang Xi is to be commended for turning a research report into a publication that offers invaluable practical advice for the bewildered novice DA scholar. Unlike what is usually found in similar theme-related books (such as Fairclough, 2013), which provide general advice, leaving the agitated minds of readers confused, this volume takes a more clinical approach to how DA or CDA is actually executed and how the hidden messages transmitted can be viably extracted.
— Discourse Studies
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