Being international Student and teacher perceptions from international schools
The past fifty years have witnessed a rapid rise in the numbers of globally mobile professional people whose children accompany them to a variety of postings worldwide, enrolling in what are often referred to as international schools and experiencing what may be referred to as an international educa...
Saved in:
Published in | Oxford review of education Vol. 26; no. 1; pp. 107 - 123 |
---|---|
Main Authors | , , |
Format | Journal Article |
Language | English |
Published |
Oxford
Taylor & Francis Group
01.03.2000
Carfax Publishing Carfax Publ. Co Taylor & Francis Ltd |
Subjects | |
Online Access | Get full text |
Cover
Loading…
Summary: | The past fifty years have witnessed a rapid rise in the numbers of globally mobile professional people whose children accompany them to a variety of postings worldwide, enrolling in what are often referred to as international schools and experiencing what may be referred to as an international education. Such children can be characterised as being 'international' in some way, and claims are often made for the nature of their educational experiences in terms of its international characteristics. What is less clear is what the description 'international' actually means when applied to such young people. This article describes a piece of research which attempted to begin to answer this question by seeking the views of over 200 teachers and more than 1,200 18-year-old students based in such schools worldwide. Characteristics considered included international-mindedness, open-mindedness, second language competence, flexibility of thinking, tolerance and respect for others, and comparisons have been made between the respective opinions of the teachers and students whose views were sought in terms of the perceived relative importance of such features. |
---|---|
ISSN: | 0305-4985 1465-3915 |
DOI: | 10.1080/030549800103890 |