This book explores international education with Chinese characteristics through an in-depth case study of a Sino-Australian school delivering the Victorian Certificate of Education (VCE) in China. Drawing on interviews with leaders, teachers, students, parents, and alumni, it examines how international education is produced, governed, and lived within Chinese internationalised schools. The book shows how global educational models are localised through processes of Sinicisation, bounded internationalism, and educational sovereignty, revealing how aspirations, mobility pathways, and educational futures are negotiated in contemporary China. It will appeal to scholars, policymakers, and practitioners interested in international and comparative education, educational sociology, policy studies, and transnational schooling.
