Abstract
Public education remains the nation‐state's foremost instrument of forging citizens. But the emergence of ‘international education’, a system explicitly based on the ideology of globality and outside the purview of national curricula, provides a way to circumvent the citizen‐making machine. This article, based on fieldwork among Chinese secondary school students in Hungary, considers the interaction between ‘international education’ and transnational migrants in a nation‐state whose public education, as the state itself, has little interest in the ‘integration’ of non‐natives.
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