This article explores the rationale for, aims of, and values underpinning
‘international education’, discusses its
‘characteristic’ features of
‘world-mindedness’ and ‘international
understanding’, and considers whether these are achieved through the study
of ‘international curricula’. It examines the term
‘international education’, and its field, in the light of the
current, post-9/11 socio-political situation in a number of countries. It is argued
that few of the values espoused in its name are exclusively internationalist in
ethos, or universally-held, that the term is thus misleading in advocating all of
them, and that it may therefore be reaching the end of its useful life.
French
Cet article explore les fondements, les objectifs et les valeurs à la base
de l''éducation internationale', discute de ses aspects
'caractéristiques' à savoir la 'sensibilité
internationale' et la 'compréhension internationale' et
considère si celles-ci sont atteintes par le biais de 'programmes
d'études internationaux'. L'article examine également le
syntagme 'éducation internationale', ainsi que ses domaines, dans le
contexte socio-politique actuel de 'l'après 11 septembre' dans un certain
nombre de pays. Il y est avancé que très peu des valeurs
embrassées en son nom relèvent d'une philosophie exclusivement
internationaliste ou sont universellement partagées, qu'en se
revendiquant de toutes ces valeurs, ce syntagme est trompeur et qu'il a donc
peut-être atteint la fin de sa durée de vie utile.
Spanish
Este artículo explora los principios, los objetivos y los valores que
constituyen la base de la 'educación internacional', analiza sus aspectos
'característicos' a saber, la 'mentalidad internacional' y el
'entendimiento internacional' y cuestiona si éstos se logran por medio
del estudio de 'currículos internacionales'. El artículo
examina el sintagma 'educación internacional', así como el
a´mbito que representa, en el contexto socio-político actual (posterior
al 11 de septiembre de 2001) en diversos países. El autor arguye que
pocos de los valores asociados a dicho sintagma derivan de una filosofía
exclusivamente internacionalista o son universalmente compartidos, y que, por tanto,
al reivindicar todos los valores, el sintagma es engañoso y puede, por
ello, estar acerca´ndose al final de su vida útil.
ALLIANCE FOR INTERNATIONAL EDUCATION
(2004) Statement of Purpose. Available at
http://www.intedalliance.org (accessed 1 April 2005).
2.
BARCLAY, L.
(2000) ‘Parkinson’s puzzle: Study shows
genetic link’. Available at
http://my.webmd.com/content/article/29/1728_66713.htm (accessed 24 March 2005).
3.
BARTLETT, K.
(1996)
‘Articulating the international curriculum: continuity through
commonalities (Part I)’
. International Schools Journal16(1):
30-38
.
4.
BARTLETT, K.
(1997)
‘Articulating the international curriculum. Part II: continuity
through outcomes’
. International Schools Journal17(1):
50-57
.
5.
BARTLETT, K.
(1998) ‘International curricula: More or less
important at the primary level?’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education: Principles and Practice,
77-91.
London: Kogan Page
.
6.
BELLE-ISLE, R
. (1986)
‘Learning for a new humanism’
. International Schools Journal 11 Spring:
27-30
.
7.
BLANEY, J.J.
(2000) ‘Long-term planning in international
schools’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Schools and International Education, pp.
158-168.
London: Kogan Page
.
8.
BUSH, V.D.
and
INGRAM, T.
(2001)
‘Building and assessing cultural diversity skills: Implications
for sales training’
. Industrial Marketing Management30(1):
65-76
.
9.
CAMBRIDGE, J.
(2003)
‘Identifying the globalist and internationalist missions of
international schools’
. International Schools Journal22(2):
54-58
.
10.
CAMBRIDGE, J.
AND
THOMPSON, J.J.
(2004)
‘Internationalism and globalization as contexts for international education’
. Compare34(2):
161-175
.
11.
CENTRAL BUREAU
(2004) ‘A framework for the international dimension
for schools in England’.
London: The Central Bureau for International
Education and Training
. Available at
http://www.dea.org.uk/downloads/s_frameworkintdim.pdf (accessed 16 May 2005).
12.
DEAL, T.
AND
KENNEDY, A.
(1983)
‘Culture and school performance’
. Educational Leadership40(5):
14-15
.
13.
DOUGLAS, C.
AND
JONES-RIKKERS, C.G.
(2001)
‘Study abroad programs and american student worldmindedness: An
empirical analysis’
. Journal of Teaching in International Business13(1):
55-66
14.
ECOLINT
(1998) Principles for an International Education.
Geneva: International School of Geneva
. Available at
http://www.ecolint.dpn.ch/public/fondation/board/Princip%2520educint-angl.pdf
(accessed 22 March 2005).
15.
FRASER, S.E.
AND
BRICKMAN, W.W.
(1968) A History of International and Comparative Education:
Nineteenth Century Documents.
Glencoe, IL: Scott Foresman
.
16.
GELLAR, C.A.
(1996)
‘Educating for world citizenship’International Schools Journal16(1):
5-7
.
17.
GELLAR, C.A.
(2002) ‘International education: A commitment to
universal values’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education in Practice, pp.
30-35.
London: Kogan Page
.
18.
GREEN, A.
(1997) Education, Globalization and the Nation State.
Basingstoke: Macmillan Press Ltd.
19.
GULCHER J.
AND
STEFANSSON K.
(1998)
‘Population genomics: Laying the groundwork for genetic disease
modeling and targeting’
. Clinical Chemistry & Laboratory Medicine36(8):
523-527
.
20.
GUNESCH, K.
(2004)
‘Education for cosmopolitism? Cosmopolitanism as a personal
cultural identity model for and within international education’
. Journal of Research in International Education3:
251-275
.
21.
HALL, S.
(1992) ‘The question of cultural
identity’ in
S. Hall
,
S. Held
and
T. McGrew
(eds) Modernity and its Futures, pp.
273-326.
Cambridge: Polity Press/OUP
.
22.
HANNERZ, U.
(1990) ‘Cosmopolitans and locals in world
culture’, in
M. Featherstone
(ed.) Global Culture: Nationalism, Globalization and Modernity,
pp. 237-251.
London: SAGE
.
HANSEN, H.M.
(2002)
‘Defining international education’
. New Directions for Higher Education117:
5-12
.
25.
HAYDEN, M.C.
AND
THOMPSON, J.J.
(1995a)
‘International Education: The crossing of frontiers’
. International Schools Journal15(1):
13-20
.
26.
HAYDEN, M.C.
AND
THOMPSON, J.J.
(1995b)
‘International Schools and International Education: A
relationship reviewed’
. Oxford Review of Education21(3):
327-345
.
27.
HAYDEN, M.C.
AND
THOMPSON, J.J.
(1995c)
‘Perceptions of International Education: A preliminary study’
. International Review of Education41(5):
389-404
.
28.
HAYDEN, M.C.
AND
THOMPSON, J.J.
(1996)
‘Potential difference: the driving force for international education’
. International Schools Journal16(1):
46-57
.
29.
HAYDEN, M.C.
AND
THOMPSON, J.J.
(1998)
‘International Education: Perceptions of teachers in
international schools’
. International Review of Education44(5-6):
549-568
.
30.
HAYDEN, M.C.
,
RANCIC, B.A.
AND
THOMPSON, J.J.
(2000)
‘Being international: student and teacher perceptions from
international schools’
. Oxford Review of Education26(1):
107-123
.
31.
HAYDEN, M.C.
,
THOMPSON, J.J.
AND
WILLIAMS, G.O.
(2003)
‘Student perceptions of International Education: A comparison by
course of study undertaken’
. Journal or Research in International Education2(2):
205-232
.
32.
HILL, I.
(2002) ‘The history of international education:
An International Baccalaureate perspective’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education in Practice, pp.
18-29.
London: Kogan Page
.
33.
HILL, I.
(2003) ‘The International
Baccalaureate’, in
G. Phillips
and
T. Pound
(eds) The Baccalaureate: A Model for Curriculum Reform, pp.
47-75.
London: Kogan Page
.
34.
HILL, I
. (2005)
‘IBO partnerships: Influencing the quality of international education’
. International School Journal24(2):
32-39
.
35.
HUSEN, T.
AND
POSTLETHWAITE, T.N.HUSE Ń
, (1985) The International Encyclopaedia of Education.
Oxford: Pergamon
.
36.
IBO
(1996) IBO Mission Statement.
Geneva: International Baccalaureate Organization
.
37.
IBO
(1998) Education for Life.
Geneva: International Baccalaureate Organization
.
38.
IBO
(2004) Strategic Plan of the IBO (April 2004) Geneva:
International Baccalaureate Organization. Available at
http://www.ibo.org/ibo/index.cfm?contentid=02FA2D6E-C19E-375D-0709CCC5EAD827CF&method=display&language=EN
(accessed 19 April 2005).
39.
IPC LTD
(2005a) The Learning Goals: International-mindedness.
Available at http://www.internationalprimarycurriculum.com/intmind.php
(accessed 18 May 2005).
40.
IPC LTD
(2005b) Answers to FAQs. Available at
http://www.internationalprimarycurriculum.com/faq.php?id=34 (accessed 19
May 2005).
41.
IRI
(2004) ‘Afghans most concerned about
security’. IRI Media Release, 27 July 2004. Available at
http://www.iri.org/7-27-04-afghans.asp (accessed 16 May 2005).
42.
ISA
(2004) The Mission of the ISA.
Geneva: ISA
. Available at
http://64.62.201.199/%7Eisaschoo/artman/publish/article_51.shtml
(accessed 16 May 2005).
43.
JACKSON, P.W.
(1968) Life in Classrooms.
New York: Holt, Reinhart and Winston
.
44.
JONSSON, S.
(1995) Andra platser: En essaöm Kulturell identitet
[Other Places: An Essay of Cultural Identity].
Stockholm: Norstedts Förtag AB
.
45.
LAM, H.
AND
SELMER, J.
(2004)
‘Perceptions of being international: differences between British
adolescents living abroad and those at home’
. International Education Journal5(3):
360-373
. Available at http://iej.cjb.net (accessed 16 May 2005).
46.
LEACH, R.J.
(1969) International Schools and their Role in the Field of
International Education.
Oxford: Pergamon
.
LOWE, J.
(1998)
‘International and comparative education’
. International Schools Journal17(2):
18-23
.
49.
LOWE, J.
(2000)
‘International examinations: The new credentialism and
reproduction of advantage in a globalising world.’Assessment in Education7(3):
363-377
.
50.
MATTERN, W.G.
(1991) ‘Random ruminations on the curriculum of
the international school’, in
P.L. Jonietz
and
D. Harris
(eds) World Yearbook of Education 1991: International Schools and
International Education, pp. 209-216.
London: Kogan Page
.
51.
McCARTHY, C.
AND
DIMITRIADES, G.
(2000) ‘Globalizing pedagogies: Power,
resentment and the re-narration of difference’, in
N.C. Burbules
and
C.A. Torres
(eds) Globalization and Education: Critical Perspectives, pp.
187-204.
London: Routledge
.
52.
McDONALD, R.
(2002) ‘International school governance: board
renewal and the pathway to bold vision’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education in Practice,
pp.197-207.
London: Kogan Page
.
53.
McKENZIE, M.
(1998) ‘Going, going,
gone...global!’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education: Principles and Practice, pp.
242-252.
London: Kogan Page
.
54.
McKENZIE, W.
(2005) ‘McKenzie calls for cap on child
immigration’. The Voice, 22 February. Available at
http://www.voice-online.net/content.php?show=6117&type=1
(accessed: 29 March 2005).
55.
McKILLOP-OSTROM, A.
(2000) ‘Student mobility and the international
curriculum’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Schools and International Education,
pp.73-84.
London: Kogan Page
.
56.
NORBERG, K.
(2000)
‘Intercultural education and teacher education in Sweden’
. Teaching and Teacher Education16(4):
511-519
.
57.
OED
(2004) The Concise Oxford English Dictionary, 11th
edn.
Oxford: Oxford University Press
.
58.
PARIS, P.G.
(2003)
‘The International Baccalaureate: A case study on why students
choose to do the IB’
. International Education Journal4(3):
232-243
. Available at http://iej.cjb.net (accessed 16 May 2005).
59.
PASTERNAK, M.
(1998) ‘Is international education a pipe dream?
A question of values’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education: Principles and Practice, pp.
253-275.
London: Kogan Page
.
60.
PEARCE, R.
(2003)
‘Cultural values for international schools’
. International Schools Journal22(2):
59-65
.
61.
PEEL, R.
(1998)
‘International Education comes of age’
. International Schools Journal17(2):
12-17
.
62.
PETERSON, A.D.C.
(1987) Schools across Frontiers: the Story of the
International Baccalaureate and the United World Colleges.
Chicago, IL: Open Court
.
63.
POLLOCK, D.C.
AND
VAN REKEN, R.E.
(1999) The Third Culture Kid Experience.
Yarmouth, ME: Intercultural Press, Inc.
64.
RICHARDS, N.
(1998) ‘The emperor’s new clothes? The
issue of staffing in international schools’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education: Principles and Practice, pp.
173-183.
London: Kogan Page
.
65.
RIZVI, F.
(2000) ‘International education and the
production of global imagination’, in
N.C. Burbles
and
C.A. Torres
(eds) Globalization and Education: Critical Perspectives, pp.
205-225.
London: Routledge
.
66.
SAMPSON, D.
AND
SMITH, M.
(1957)
‘A scale to measure world-minded attitudes’
. Journal of Social Psychology45:
99-106
.
67.
SARUP, M.
(1996) Identity, Culture and the Postmodern World.
Edinburgh: Edinburgh University Press
.
68.
SCHWINDT, E.
(2003)
‘The development of a model for international education with
special reference to the role of host country nationals’
. Journal of Research in International Education2(1):
67-81
.
69.
SEN, G.
(2001)
‘Nationalizing the International Baccalaureate Diploma Programme’
. IB Research Notes1(3). Available at
http://www.bath.ac.uk/ceic/ibru/IBRU3.pdf (accessed 19 April 2005).
70.
SHERLOCK, P.
(2002)
‘Emotional intelligence in the international curriculum’
. Journal of Research in International Education1(2):
139-158
.
71.
SKELTON, M.
(2002) ‘Defining
“international” in an international
curriculum’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education in Practice, pp.
39-54.
London: Kogan Page
72.
STOER, S.R.
AND
CORTESaO, L.CORTESÃ O
, (2000) ‘Multiculturalism and educational policy
in a global context (european perspectives)’, in
M.C. Burbules
and
C.A. Torres
(eds) Globalization and Education: Critical Perspectives, pp.
253-274.
London: Routledge
.
73.
SYLVESTER, R.
(1998) ‘Through the lens of diversity: Inclusive
and encapsulated school missions’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education: Principles and Practice, pp.
184-196.
London: Kogan Page
.
74.
SYLVESTER, R.
(2002) ‘The “first”
international school’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education in Practice pp.
3-17.
London: Kogan Page
.
75.
TESFAHUMEY, M.
(1999)
‘MonoKulturell urbildung [Monocultural education]’
. Urbildung e demoKratt3:
65-84
.
76.
THOMAS, P.
(1996)
‘Preparing students for a better world: An international
education system’
. International Schools Journal16(1):
24-29
.
77.
THOMAS, P.
(1998) ‘Education for peace: The cornerstone of
international education’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education: Principles and Practice, pp.
103-118.
London: Kogan Page
.
78.
THOMPSON, J.J.
(1998) ‘Towards a model for international
education’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education: Principles and Practice, pp.
276-290.
London: Kogan Page
.
79.
TOMLINSON, J.
(1995)
‘Teachers and values’
, International Schools Journal14(2):
8-22
UWC
(2005) About UWC - Introduction. Available at
http://www.uwc.org/about_intro.html (accessed 30 March 2005).
82.
WALKER, G.
(1998) ‘Home sweet home: a study, through
fictional literature, of disoriented children and the significance of
home’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education: Principles and Practice pp.
11-27.
London: Kogan Page
.
83.
WALKER, G.
(2001)
‘Learning to live with others’
. Presented to The Conference of Nordic IB schools,
Herlufsholm, Denmark, 14 September 2001.
Available at
http://www.ibo.org/ibo/index.cfm?objectid=37072050-0E28-48B0-A9AC125A468AA1F9&method=getdocument&contentid=000A2F52-2409-1BE1-9ED780C12645FCA8
(accessed 17 May 2005).
84.
WALKER, G.
(2002) To Educate the Nations: Reflections on an
International Education.
Saxmundham: John Catt Educational Ltd.
85.
WILKINSON, D.
(1998) ‘International education: a question of
access’, in
M.C. Hayden
and
J.J. Thompson
(eds) International Education: Principles and Practice, pp.
227-234.
London: Kogan Page
.
