ABSTRACT K-12 public education finance policy in the province of British Columbia, Canada, responsibilises school district administrators to engage in competitive entrepreneurial practices, not only to increase public funding, but also to generate supplementary funding from private sources. We focus specifically on the generation of revenue from international student tuition. Our goal is to deepen our understanding of the spatial dimensions of inequities within the context of marketised education finance using the conceptual framework of spatiality and a mixed-methods approach to data collection. Quantitative data demonstrate how the amount of revenue generated from international student tuition differs between geographically diverse school districts. Qualitative data illuminate how the spatial contexts of local school districts shape administrators’ reasoning, decision making, and marketing practices within a marketised education finance system. Both sets of data illustrate how spatiality exacerbates inequities within a market-oriented approach to education finance.

中文翻译：

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公共教育中资金的私有化来源和不平等的空间性

摘要 加拿大不列颠哥伦比亚省的 K-12 公共教育财政政策要求学区管理人员参与竞争性创业实践，不仅要增加公共资金，还要从私人来源获得补充资金。我们特别关注国际学生学费的创收。我们的目标是使用空间性的概念框架和数据收集的混合方法，加深我们对市场化教育融资背景下不平等空间维度的理解。定量数据显示了国际学生学费产生的收入金额在地理上不同的学区之间有何不同。定性数据阐明了当地学区的空间背景如何在市场化教育金融系统中塑造管理者的推理、决策和营销实践。两组数据都说明了空间性如何在以市场为导向的教育融资方法中加剧不平等。