A struggle for hearts and minds; What evidence is there of a dominant (neoliberalist) discourse amongst senior students at an international school in Malaysia

Abstract

This study investigates the discourses at work in international schools and their role in Identity formation of international students. In particular, it evaluates whether a neoliberal discourse plays a dominant role in such identity formation resulting in a commonly shared set of values that form the basis for a TNC. Previous research has demonstrated the important role of the school in developing student identities and the development of identities amongst students attending international schools, though such research has tended to focus on traditional international schools serving a globally mobile elite and the development of an international or cosmopolitan or third identity. This research looks at identity formation within non-traditional international schools serving local elites and middle classes and compares such with identity formation within a national school serving a similar demographic. Data provided from surveying students’ self-reported attitudes provides a perspective into the discourses at work and values held. Contrary to claims regarding the dominance of a neoliberal discourse in international schools the findings, at least of this international school, suggest a complex picture of competing discourses where a mosaic of contradictory identities emerges rather than a composite whole. It suggests that international schools are failing in their traditional role of identity formation. In comparison to the national school the international school is seen to be weakening localised cultural identity without replacing it with a commitment to cosmopolitanism, leaving its students prone to the neoliberalist discourse. This has significant implications both for the place of international schools within nation states and for the challenge facing International School Principals in facilitating student identity formation.