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(金津)  \nEast China Normal University  \nJiaying Chen (陈佳颖)  \nEast China Normal University  \nECNU Review of Education 2023, Vol. 6(4) 623–645 © The Author(s) 2023 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311231201429](DOI: 10.1177/20965311231201429)[ ](DOI: 10.1177/20965311231201429)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: Drawing on a study of international schools in Shanghai, this study explores how external experiences and curricula are mobilized as policy tools to inspire local educational innovationsand how these experiences are enacted differently by schools.  \nDesign/Approach/Methods: Based on a review of policy documents and interviews with school principals, senior management stakeholders, and teachers, this study identifies and compares the typologies of international schools in policy design and practice. Then, by deploying the network ethnography method following three key nodes, this study offers some explanations for the gaps between policy design and enactments.  \nFindings: This study demonstrates the complex relations, interests, and struggles involved in constructing and shaping the meanings of international curricula within local education. The findings show the autonomy of policy networks and the difficulties of ‘steering’ them in a clear-cut way.  \nCorresponding author:  \nJin Jin, Faculty of Education, East China Normal University, Room 1219, Liberal Arts Building, 3663 North Zhongshan Road, Shanghai 200062, China.  \nEmail: jjin@dedu.ecnu.edu.cn  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nOriginality/Value: This study is one of the earliest attempts, if not the first, to experiment with the method of network ethnography in the context of China. These findings offer a nuanced account of the complex relations and ad hocery involved in policy learning.  \nKeywords  \nChina, international schools, network ethnography, policy learning, policy mobilities, policy networks Date received: 9 December 2021; revised: 24 April 2022, 28 February 2023; accepted: 1 March 2023  \nIntroduction: Globalization and education policy mobilities Globalization, as an “everyday practice”(Harvey, 1989), has transformed the definitions, forms, modalities, effects, and orientations of education policy and policymaking in most societies. As Ball (2016) notes, local problems are diagnosed by global players; solutions and “best practices” from elsewhere are mobilized and mutated; and global forms of policy move across cultures and places.  \nResearchers refer to the process of seeking and accepting policy solutions from other systems using different terms such as “policy borrowing” (Phillips & Ochs, 2004), “policy transfer”(Dolowitz et al., 2000), “policy referencing” (You & Morris, 2016), and “policy mobilities”(Peck & Theodore, 2010) . Studies have demonstrated different degrees and forms of reflexivity and receptivity among local governments in taking up external initiatives. For example, Tan and Chua (2015) described policy borrowing as a continuum ranging from passive transfer, whereby external models are imposed upon local governments, to actively seeking and adopting external policy “solutions.” You and Morris (2016) suggested the term “policy referencing” in their analysi","cbCaibWRoXwghHuc","https://ap.wps.com/l/cbCaibWRoXwghHuc","pdf",891025,23,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n# Keywords\n# Introduction\n## Globalization and education policy mobilities\n## China’s opening-up policies in education and the rise of international schools","[{\"question\":\"What is the purpose of the study on international schools in Shanghai?\",\"answer\":\"It explores how external experiences and curricula are mobilized as policy tools to inspire local educational innovations, and how schools enact these experiences differently.\"},{\"question\":\"How does the study approach and analyze the policy-practice relationship?\",\"answer\":\"It reviews policy documents and interviews school principals, senior management stakeholders, and teachers, then applies network ethnography across three key nodes to explain gaps between policy design and enactment.\"},{\"question\":\"What does the study find about policy networks and international curricula?\",\"answer\":\"It shows complex relations, interests, and struggles in constructing meanings of international curricula locally, and highlights the autonomy of policy networks and the difficulty of “steering” them.\"}]","Experimenting With International Curricula in Shanghai - Policies, Practice, and Network Ethnography Analysis | PDF",1792092672,58]