ABSTRACT

Drawing on a multi-sited global ethnography of elite schools across the world, this article explores how elite schools prepare students for an increasingly interconnected world characterised by difference and competition through global citizenship education. In this exploration, I identify the four domains that give meaning to global citizenship education within elite contexts: cultural, relational, emotional, and material. These domains reveal the ways in which these schools are responding to the challenges of globalisation by providing students opportunities to develop awareness and knowledge of differences, to establish and maintain relationships across differences, to gain a sense of obligation towards others, and to accumulate valuable forms of human and cultural capital. Through globally-oriented practices, students are being prepared to be flexibly mobile, to imagine themselves as leaders within a globalised world and to thrive in the hypercompetitive and unpredictable global knowledge economy. These practices play an important part of elite schools’ larger strategy of making and remaking elites.

摘要

本文借鉴世界各地精英学校的多站点全球民族志，探讨精英学校如何通过全球公民教育为学生为日益相互联系的世界做好准备，该世界以差异和竞争为特征。在这次探索中，我确定了在精英背景下赋予全球公民教育意义的四个领域：文化、关系、情感和物质. 这些领域揭示了这些学校通过为学生提供机会来发展对差异的认识和知识、建立和维持跨越差异的关系、获得对他人的责任感以及积累有价值的形式来应对全球化挑战的方式人力和文化资本。通过面向全球的实践，学生们准备好灵活地流动，想象自己是全球化世界中的领导者，并在竞争激烈和不可预测的全球知识经济中茁壮成长。这些做法在精英学校培养和改造精英的更大战略中发挥着重要作用。