STANDARDIZING GLOBAL EDUCATION: TEACHER AGENCY, SCRIPTED CURRICULA, AND NEOLIBERALISM IN ENGLISH-MEDIUM INTERNATIONAL SCHOOLS IN JAPAN

Author: Palmer Attias

ABSTRACT

This critical literature review examines the relationship between scripted curricula, teacher agency, and educational commodification within English-medium international (EMI) schools in Japan. As international schools increasingly operate within competitive educational markets, commercially produced curriculum packages are often adopted to promote consistency, accountability, and institutional legitimacy. Drawing on critical pedagogy, theories of neoliberal educational reform, and Bourdieu’s theory of capital, the review analyzes scholarship related to international schooling, curriculum standardization, and teacher professionalism. Three interconnected themes emerged from the literature: market-driven curriculum standardization, the impact of scripted curricula on teacher agency and professionalism, and the role of curriculum in educational commodification and social reproduction. The findings suggest that while scripted curricula may provide consistency and support institutional quality assurance, they can also constrain professional autonomy and position teachers as implementers rather than curriculum makers. Furthermore, curriculum packages often function as forms of symbolic capital that enhance institutional prestige and marketability. Although teachers frequently adapt and reinterpret prescribed materials to meet local needs, their professional agency remains shaped by broader market and accountability pressures. The study contributes to ongoing discussions regarding neoliberalism, teacher professionalism, and the future of international education in Japan.

Keywords: English-medium international schools; teacher agency; scripted curriculum; neoliberalism; curriculum standardization; educational commodification; international education; Japan.

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