This paper captures the group dynamics underpinning preservice teacher identity formation to understand how childhood schooling and teacher education shape the teaching metaphors teachers construct of intercultural education. We propose a theory of identity grafting (IG) for a precise framing of the diverse ways teachers identify with intercultural education vis-à-vis other pre-established aspects of their teacher identities. Studying their IGs helped us connect the preservice teachers’ experiences with the experiences of other teachers that had emerged in global literature. We draw insights from our efforts to co-construct with preservice teachers their professional development in facilitating intercultural education. Adapting the activities based on their responses, we co-constructed with each other during the workshop teacher identities with a sense of connectedness between intercultural education and other pedagogical forms. We observed preservice teachers as we facilitated their discussions, employing ethnographic approaches to immerse ourselves in the interactions of the workshop participants. The findings revealed that preservice teachers had become more mindful of the implications of their intercultural education practices after having reflective dialogues with each other. However, although the teachers successfully integrated each other's views about intercultural education practices, this could not be sustained when they attempted to contextualize these efforts. The teachers could not reconcile their disparate childhood experiences with cultural diversity as students graduating from schools with differing academic performance rankings (school banding). Therefore, they struggled to connect their experiences with other pedagogical forms that they had previously encountered. Copyright © 2024 Elsevier Ltd. All rights reserved.

This paper examines teaching practices prevailing across five cities (Hong Kong, Macau, Shanghai, Singapore and Taipei) for the underpinning pedagogical identities that inform practice (identity grafting). The study adopts innovative approaches via OECD teacher surveys to identify relationships between pedagogical identities (highly effective, outcome-centred, discipline-centred, diversity-centred and lowly effective) and teaching effectiveness in implementing pedagogically informed practice (instructional: learning-focused and assessments; classroom management: motivational, discipline and diversity). An original concept of identity grafting is employed to highlight which pedagogical identities best support teaching effectiveness (blending, integrating, reversing and repressing). Cluster analysis rigorously compares teachers’ pedagogical identities, teaching effectiveness and identity grafts in all five cities. Shanghai and Singapore have the largest segments of highly effective teachers within the local teacher population. However, Singapore likewise has the largest segment of lowly effective teachers among the cities, and Shanghai teachers are overall less likely to value diversity management than teachers in other cities. Across the cities, teachers who implement diverse practices by blending or integrating, and, to some extent, reversing pedagogical identities, have more effectiveness than those who repress their identities. The results provide globally significant insights into targeted professional development for different teacher segments within and between contexts. Copyright © 2023 International Professional Development Association (IPDA).

This paper introduces and summarizes the articles in this Special Issue of the Journal of Educational Change on “Identity Grafting: Teacher and School Development in Chinese School Systems.” (Lee, Managing Chineseness: Identity and ethnic management in Singapore, Palgrave Macmillan, London, 2017). It begins with Fengqiao Yan’s key thoughts and alternative views on the modernization of China’s academic system. Next, it surveys Fei Yan et al.’s study, which examines Beijing teachers’ and students’ responses toward the recent history textbook reforms in mainland China to instill the Core Socialist Values of the Chinese Communist Party. Third, it examines Wing On Lee and Ji Qi’s study, which maps the identity journeys of migrant Chinese communities in Beijing. Fourth, it summarizes Koon Lin Wong et al.’s study, which revisits the dilemma Hong Kong teachers face because of the obligation to implement the national education agenda. Fifth, it extends insights from Maxwell Ho and Daphnee Lee’s study of student behaviors in financial literacy education to understand the underpinning identity influences of the recent waves of student protests in Hong Kong. Sixth, the paper introduces Daphnee Lee’s study of the group dynamics of Singaporean Chinese teachers who engage in professional learning communities to achieve change, and the cultural identity processes that explain why some teams of teachers resist educational change, while other teams of teachers can come to embrace it. Copyright © 2021 Springer Nature B.V.

This paper examines the global implications of policy borrowing, employing case examples of Chinese school systems, which enjoy the success of grafting new identities to improve education. The paper comments on contemporary scholars’ use of identity grafting theory (Lee in Managing Chineseness: identity and ethnic management in Singapore, Palgrave Macmillan, London, 2017) to generate insights on how schools, teachers and students engaged educational change in mainland China, Hong Kong and Singapore. Scholars presented empirical findings by using identity grafting constructs to explain education stakeholders’ diverse responses to change: (1) born-again—rejecting change by reviving traditional practices; (2) repression—repressing traditional identities instead of embracing change; (3) integration—combining traditional identities and progressive change to achieve a balance; and (4) situationalism—developing new identities that transcend boundaries between traditional identities and progressive change. The scholars contributed research that advances the theorization of identity grafting. First, rising born-again Chinese sentiments seek to reject the imposition of a singular Chinese identity imposed by state governments. Born-again Chineseness no longer singularly focuses on defending traditional identities against Western influences. Second, a better understanding is achieved on identity repression—change resistance results from a displaced focus on repressing traditional identities. Third, the prevalence of identity integration strategies can be explained by intensive policy borrowing in the region. Policy borrowers need to ensure externally imposed identities are represented to overcome challenges generated by identity grafting strategies that impede progressive change. This popularity of integrationist strategies accounts for the challenges in achieving identity situationalism—policy borrowing needs culturally divisive identity markers that provide clear indicators to