Privilege and Vulnerability: Early Study Abroad Experiences and Policy Enactment in a Superdiverse Secondary School

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dc.contributor.advisorSchecter, Sandra Ruth
dc.contributor.authorBell, Nancy Louise
dc.date.accessioned2023-12-08T14:29:06Z
dc.date.available2023-12-08T14:29:06Z
dc.date.issued2023-12-08
dc.date.updated2023-12-08T14:29:06Z
dc.degree.disciplineEducation
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractThis dissertation explores the lived experience of Early Study Abroad (fee-paying international) students in a publicly funded Ontario secondary school. I situate my research in the broader context of international education, particularly the recruitment and hosting of students from abroad. The study also explores the complex world of adolescent language learning and intercultural exchange in a superdiverse school setting. My qualitative case study comprises interviews with students, who describe their personal experiences, and educators, who reflect on their own practices and share observations of their colleagues’ pedagogical response to this cohort. My analysis was influenced by my experience as an English as a Second Language/English teacher who worked with Early Study Abroad students and informed by a reading of relevant policy documents. I use several complementary frameworks: Bronfenbrenner’s (1977) ecological model of development; theories from critical policy research (Ball, 1993, 2015; Ball et al., 2012; Levinson & Sutton, 2001) and engaged language policy and practice (Menken & García; 2010; Ricento & Hornberger, 1996); and Vertovec’s (2007, 2019) concept of superdiversity. My findings reveal that students’ experiences and teacher responses are broadly shaped by discourses that support the marketization of education at a global scale. At the school level, highly agentive students successfully navigated their way through an educational system that did not widely acknowledge or support them, notwithstanding the efforts of few engaged teachers. My policy recommendations include stronger oversight of student care and well-being, more opportunities for professional development and collaboration for teachers who work in linguistically diverse classrooms, and greater transparency in accounting for the management of student tuition revenue. 
dc.identifier.urihttps://hdl.handle.net/10315/41644
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectEducation policy
dc.subjectSecondary education
dc.subject.keywordsInternational education
dc.subject.keywordsInternationalization of education
dc.subject.keywordsIntercultural education
dc.subject.keywordsLanguage education
dc.subject.keywordsMultilingual education
dc.subject.keywordsInternational students
dc.subject.keywordsEarly study abroad experiences
dc.subject.keywordsSuperdiversity in education
dc.subject.keywordsCritical education policy
dc.subject.keywordsForeign students
dc.subject.keywordsEnglish language learners
dc.subject.keywordsFee-paying students
dc.subject.keywordsSecondary English as a Second Language
dc.subject.keywordsSecondary education
dc.subject.keywordsPublic education
dc.titlePrivilege and Vulnerability: Early Study Abroad Experiences and Policy Enactment in a Superdiverse Secondary School
dc.typeElectronic Thesis or Dissertation

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