Global education governance ‘with Chinese characteristics’: multilateralism in the ‘New Era’

ABSTRACT

China’s influence is increasing in global education governance through multilateral cooperation. This paper argues that global education governance ‘with Chinese characteristics’ reflects China’s salient motivations, capacity and limitations, and features. This article articulates China’s global education governance commitment and its prospects, focusing on the evolution of China’s partnership with UNESCO. Global education governance ‘with Chinese characteristics’ is characterised by: party-state-centrism, diplomatisation, economic mobilisation, techno-nationalism and a catch-up mentality. In particular, China has significantly expanded its presence in the diplomatic aspects of global education governance by filling the vacuum in UNESCO caused by the absence of the US. This article extends the conventional scope of the world system analysis for the various education sector to delineate China’s current position as a semi-peripheral nation in global governance.

KEYWORDS:

• China
• global governance
• multilateralism
• UNESCO
• semi-peripheral
• world system

Acknowledgments

The author would like to thank Ryan Etzcorn-san, Kevin May-san and Ikeda Ami-san for their invaluable advice on this article.

Disclosure statement

No potential conflict of interest was reported by the author(s).