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This paper explores the phenomenon of cross‐boundary schooling (CBS), where more than 30,000 children undertake a daily, checkpoint‐crossing commute to school and back again, over the Hong Kong–Shenzhen border. It elaborates on the notion of “state assemblage” to consider how the power of the state (in this case, both the People's Republic of China and Hong Kong authorities) manifests in CBS and, in particular, how the state attempts to exert control over children's and parents' bodies. This view of CBS contrasts with a sense of “agency” that prevails around discussions of educational mobilities, and we explore this tension here. The paper focuses on two related aspects of CBS—materiality and the role of habit and rhythm in directing, guiding, and cajoling children to conform to an extremely rigid and regimented daily routine. We found that the material structures that make up the border are crucial in enabling CBS to “function” and that notions of rhythm and habit are very useful for understanding how the “flow” of educational mobilities is achieved. At the same time, we considered instances where flow was disrupted, rhythms were changed, and individuals somehow resisted the material constraints of the border.

This paper explores the changing spatialities of education in response to processes of internationalisation, through the lens of transnational education ( TNE). It argues that rather than producing outward-looking education, international credentials are becoming 'domesticated' - that is, they form an indistinguishable feature of existing local education systems. The paper explores the importance of discourses of meritocracy and the production of value ( suzhi) in East Asian societies and how TNE fits into a wider ideological system of biopolitical governance, for which examinations represent a key technology. It demonstrates, through data collected from interviews with students in Hong Kong, the ways in which young people have internalised their own identities as failures and argues that studying for a transnational qualification serves only to accentuate this subject positioning. We also uncover some counter-narratives to dominant discourses, or examples of 'biopolitics from below', where nascent political identities were expressed by some individuals. These exceptions offered some exciting possibilities for an alternative existence - such that the majority of young people, as well as a more privileged minority, are able to escape the damaging classification imposed by the pathologising of educational failure. The paper concludes with some reflections on why a more expansive definition of international education is now required, one that not only takes account of the spatial extension that occurs through internationalisation, but is also sensitive to domestication, and the profound ways in which foreign credentials are being enlisted in wider governance projects within their host communities.