Negotiating alternativity within boundaries: legitimacy and the dilemmas of Innovative schools in contemporary China

Introduction This paper examines how a specific type of alternative education in China—Innovative schools—negotiates its legitimacy within a particular social and political context. Methods Drawing on neo-institutional theory, we conducted a qualitative thematic analysis of the promotional materials of five Innovative schools. Findings Our analysis shows that these schools discursively negotiate their legitimacy by managing their relationships with three key audiences: mainstream education, prospective families, and state authorities. Specifically, legitimacy is constructed through calibrated differentiation: appearing superior but not deviant, inclusive in rhetoric yet selective in access, and grassroots in origin while aligned with national narratives. Discussion These findings highlight how “alternativity” is negotiated under constrained institutional and political conditions.