Contending With Censorship In Canadian-Accredited Schools Abroad

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2023-07-18 DOI:10.1177/14752409231189370
Lee Smith
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Abstract

In this study, one current and three former British Columbia (BC) offshore school principals were interviewed to seek their insights on how they contended with being compelled to censor material and disallow topics of conversation while administering a Canadian curriculum in an international context. Using a research design consistent with an interpretative phenomenological analysis (IPA) methodological framework, the data were interpreted using three reduction cycles to generate five categories: disillusionment, anger, struggle, expedience, and subversion. The participants’ responses were synthesized through the five categories in light of the phenomenon of moral distress, which occurs when a person is hindered from following a course of action consonant with their own moral judgement. Participants’ reflections on leading Canadian high schools outside of Canada offered meaningful insights into their lived experiences abroad and provided a basis for a more robust consideration of how principals make sense of morally distressing situations in their schools.
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与海外加拿大认证学校的审查制度抗争
在这项研究中,一位现任和三位前任不列颠哥伦比亚省离岸学校校长接受了采访,以了解他们在国际背景下管理加拿大课程时,如何应对被迫审查材料和禁止谈论话题的问题。使用与解释性现象学分析(IPA)方法框架一致的研究设计,使用三个还原周期来解释数据,产生五个类别:幻灭、愤怒、斗争、权宜之计和颠覆。参与者的反应是根据道德困境现象通过五个类别进行综合的,道德困境发生在一个人无法遵循符合自己道德判断的行动时。参与者对加拿大以外领先的加拿大高中的反思,为他们在国外的生活经历提供了有意义的见解,并为更有力地考虑校长如何理解学校中道德上令人痛苦的情况提供了基础。
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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