English Literacy Curricula in a Sino-Canadian Transnational Education Program: Teachers’ Implemented Curriculum
Abstract
This case study explored the English literacy curricula in a Sino-Canadian Transnational Education Program that is accredited by British Columbia (BC). Underpinned by nested pedagogical orientations and critical multimodal literacies, this study focuses on how the BC English literacy curricula were implemented in three English literacy teachers’ classes. Data show that two pedagogical orientations (i.e., transmission and social constructivist) were used by English literacy teachers in the transnational education program. This study also found little evidence of transformative pedagogy in all three teachers’ English literacy teaching. The implications include missed opportunities to engage students to critically analyze and evaluate the historical, sociocultural, and political relationships and few opportunities that connected students’ lived experiences to or activated students’ text-to-self connections to develop an agentive self, shaping a critical consciousness and transforming the world (Ajayi, 2015).