ABSTRACT
To highlight ideas raised in the previous chapter, six “Chinese” films were selected for study from a larger set of works depicting social interaction within educational settings. We explored the extent to which these cinematic texts: (1) depict or suggest “Western” understandings of leadership, and (2) serve as a discursive medium of social change. Through the selection process, this chapter explored an inductive context analysis of a sample of Chinese fictional, non-fictional, and documentary films highlighting issues of educational practice and policy.
