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Understanding International School Choice in Malaysia

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Understanding International School Choice in Malaysia SPHERES OF INFLUENCE: UNDERSTANDING INTERNATIONAL SCHOOL CHOICE IN MALAYSIA by MARCEA LEIGH INGERSOLL A thesis submitted to the Faculty of Education In conformity with the requirements for the degree of Master of Education Queen‘s University Kingston, Ontario, Canada (June, 2010) Copyright ©Marcea Leigh Ingersoll, 2010 i ABSTRACT This study offers a hermeneutic phenomenological inquiry into the experiences of Malaysian parents who selected an international education for their children. Data collection was conducted at one international school in Kuala Lumpur, and consisted of both a survey and interviews. The study focused on parents‘ own educational background and experiences, their expectations and motivations for selecting an international school, factors affecting school choice, and attitudes to cultural and self-identities within the context of international education. Findings suggest that Malaysian parents from different age groups as well as varying ethnic and linguistic backgrounds had similar motivations for sending their children to an international school. From the data analysis, three themes emerged: aspirational priorities, discouraging influences, and enabling factors. By scaffolding my examination within the theory of reproduction in education and notions of social and cultural capital, I examined how multiple forms of economic, cultural, and social capital are recognized and mobilized in the search for a quality education in an increasingly globalized market. I conclude that Malaysian parents in this study chose an international school for their children based on experiences forged in four spheres of influence: individual, social, national, and global. ii ACKNOWLEDGEMENTS No single thing is ever accomplished without the efforts of many. This thesis embodies the contributions of many wonderful people who have given me guidance and from whom I have drawn strength and support. Thank you to all of my friends and family who have helped me along the way. My list of personal acknowledgements easily outnumbers my list of works cited, but here is the abbreviated version. Firstly, I would like to acknowledge Dr. Sheryl Bond, who supervised the initial stages of this work; thank you for setting me on this path and moving me forward. I also gratefully acknowledge the contribution of my committee member Dr. Cynthia-Levine Rasky, whose expertise and professionalism have brought so much to this work. Thank you, Cynthia--your insight and encouragement provided sustenance along the journey. I am greatly indebted to Dr. Rebecca Luce-Kapler; thank you for picking me up and dusting me off and helping me find my way. Your supervision has given me the confidence to see this journey to completion. To all my kawan-kawan and colleagues in Malaysia, thank you for many years of laughter and learning. I am forever grateful for your willingness to welcome me home again. Thank you Kathy, Rosie, Sara, Jas, Grace, Adrika, Lau, Fiona, and Jaime—who so generously gave of their time and shared their experiences; without you this study could never have taken shape. Terima kasih. CJ, thank you for holding the fort while I was gone, for being my person along the way, and for everything that you are. I am grateful to you beyond words. iii Thank you to my mother, from whom I get my propensity to organize and sort, to cross that t and dot that i. Mum, there is an infinite total on the bill of how much I owe you. And to my dad, who taught me the importance of listening and watching…who showed me that if you wait… just one more moment…the sky will meet the water in a hush of tranquil shades, and you just might hear the humpbacks blow. And finally, I dedicate this thesis to Saad and Kaelan--the men in my life. You are my inspiration and my joy. I take this journey for you. iv TABLE OF CONTENTS ABSTRACT ....................................................................................................................... ii ACKNOWLEDGEMENTS ............................................................................................ iii TABLE OF CONTENTS ................................................................................................ iv LIST OF FIGURES ......................................................................................................... ix LIST OF TABLES ............................................................................................................ x CHAPTER 1: MAPPING THE TERRAIN .................................................................... 1 A Journey of Connections ................................................................................................... 1 Purpose and Research Questions ........................................................................................ 5 Definition of Key Terms ..................................................................................................... 8 Context for the Research ..................................................................................................... 9 Significance....................................................................................................................... 10 Overview of the Thesis ..................................................................................................... 12 CHAPTER 2: SPHERES OF INFLUENCE ................................................................ 14 School Choice across the Spheres of Influence ................................................................ 15 The Global Sphere ............................................................................................................ 18 International Schools ................................................................................................. 18 Definition of international school .......................................................................... 18 Growth of international schools ............................................................................ 19 Parents and international schools. ......................................................................... 21 Globalization and International Education ............................................................... 27 Neoliberalism and the Rhetoric of School Choice Policies ...................................... 28 The National Sphere ......................................................................................................... 31 Malaysian Education in Historical Context .............................................................. 31 Malaysian Education in a Global Context: Competition, Quality, & Choice ........... 33 Competition ......................................................................................................... 34 Quality ................................................................................................................. 34 v Choice .................................................................................................................. 35 The Social Sphere ............................................................................................................. 37 Value ......................................................................................................................... 37 The Forms of Capital ................................................................................................ 39 Social Capital ...................................................................................................... 39 Cultural Capital .................................................................................................. 40 Summary ........................................................................................................................... 42 CHAPTER 3: PATHS TO MEANING ......................................................................... 44 Submitting to a View ........................................................................................................ 45 A Qualitative Approach .................................................................................................... 46 Research Design......................................................................................................... 47 Setting and Participants .............................................................................................. 47 Feeling my Way Forward in the Inquiry ........................................................................... 48 Principles of Hermeneutic Phenomenology ...................................................................... 50 Reaching into the Inquiry.................................................................................................. 51 Ethics review ............................................................................................................. 51 Criteria for Inclusion ................................................................................................. 52 Data Collection .......................................................................................................... 52 Language of Inquiry. ................................................................................................. 53 Survey. .............................................................................................................................. 53 Interviews. ......................................................................................................................... 56 Analysis............................................................................................................................
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