Schooling Internationally: Globalisation, internationalisation and the future for international schools

221 Pages·2014·0.764 MB·English

by  Richard Bates

Schooling Internationally
The number of schools that call themselves international is growing expo-
nentially. In addition, many other schools are exploring the concept of
international-mindedness and what that might mean in the contemporary world
of globalisation.
This book sets out to provide a critical perspective on current issues facing
‘international schooling’, particularly the conflict between ‘internationalising’
and ‘globalising’ tendencies and to explore these as they affect teaching and
learning, curriculum, pedagogy and assessment as well as to explore the
contribution international schools might make to the achievement of global
citizenship. It is the first book to critically analyse the ambiguities, tensions
and conflicts that face those involved with, and researching, international schools
and their role in global networking. Issues addressed include:
(cid:129) the political economy of international schools;
(cid:129) their relations to global and local cultures, global markets and civil
society;
(cid:129) the role of international schools in global networking;
(cid:129) the micropolitics of such schools;
(cid:129) the growth, complexity and challenges facing the International Bacca -
laureate;
(cid:129) the future demands for and of teachers in international schools;
(cid:129) the nature of teaching and learning in international schools;
(cid:129) the problematic idea of an international curriculum;
(cid:129) issues facing international assessment;
(cid:129) the challenge of education for global citizenship.
This provocative book will be essential reading for those teaching in, leading
and governing international schools in countries around the world, as well
as those who are contemplating entering the rapidly expanding world of
international schooling.
Richard Batesis Professor of Social and Administrative Studies in the Faculty
of Education at Deakin University, Australia.

Schooling Internationally
Globalisation, internationalisation
and the future for international
schools
Edited by
Richard Bates
First edition published 2011
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
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This edition published in the Taylor & Francis e-Library, 2011.
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© 2011 Richard Bates for selection and editorial matter, individual
contributors: their contributions
The right of the editor to be identified as the author of the editorial
material, and of the authors for their individual chapters, has been
asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval
system, without permission in writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Schooling internationally : globalisation, internationalisation, and the
future for international schools / [edited by] Richard Bates.
p. cm.
1. International education. 2. International schools. 3. Education and
globalization. I. Bates, Richard J.
LC1090.S423 2011
370.116—dc22 2010025863
ISBN 0-203-83480-1 Master e-book ISBN
ISBN13: 978-0-415-58927-7 (hbk)
ISBN13: 978-0-415-58928-4 (pbk)
ISBN13: 978-0-203-83480-0 (ebk)
Contents
Notes on contributors vii
1 Introduction 1
RICHARD BATES
2 Global networking and the world of international
education 21
MICHAEL WYLIE
3 The political economy of international schools
and social class formation 39
CERI BROWN AND HUGH LAUDER
4 International schools and micropolitics: fear,
vulnerability and identity in fragmented space 59
RICHARD CAFFYN
5 Teachers for the international school of the future 83
MARY HAYDEN AND JEFF THOMPSON
6 Teaching and learning in international schools:
a consideration of the stakeholders and their
expectations 101
HELEN FAIL
7 International curriculum 121
JAMES CAMBRIDGE
8 Assessment and international schools 148
RICHARD BATES
vi Contents
9 The International Baccalaureate: its growth and
complexity of challenges 165
TRISTAN BUNNELL
10 Education for global citizenship: reflecting upon the
instrumentalist agendas at play 182
HARRIET MARSHALL
Name index 201
Subject index 207
Contributors
Richard Batesis Professor of Education (Social and Administrative Studies)
in the School of Education at Deakin University. His scholarly work has
been concerned with the Sociology of Education (where he contributed to
the debate over the ‘new’ sociology of education in Britain in the 1970s)
and Educational Administration (where he contributed to the emergence
of an alternative ‘critical’ theory during the 1980s). His work as Dean
(1986–2000) drew him into debates over teacher education and his
Presidency of the Victorian and Australian Councils of Deans of Education
led him to contest official views regarding teacher supply and demand and
to challenge the marginalisation of teacher education programmes. He is
past President of the Australian Teacher Education Association, a past
President of the Australian Association for Researchers in Education and
a Fellow of the Australian College of Education, the Australian Council
for Educational Administration and the Australia Teacher Education
Association. He has recently written about morals and markets, public
education, ethics and administration, the impact of educational research,
and social justice and the aesthetics and emotions of educational adminis -
tration as well as teacher education. His current preoccupation is with the
development of international schools.
Ceri Brown currently holds an ESRC Ph.D. studentship at the University
of Bath, into the schooling experiences of turbulent children from low-
income backgrounds. She was previously a teaching fellow on the early
childhood studies top BA programme at Bath and has six years’ experience
conducting qualitative and ethnographic research with children and young
people. Her research interests include: the effects on pupils of moving schools
and transition, international schooling, social capital theory, the role and
function of friendship, children’s learner identities, early childhood care
and education and children in poverty.
Tristan Bunnell has taught IB Diploma Economics for twenty years. He
worked at the International School of London for fourteen years, and has
been at the Copenhagen International School since 2004. He obtained his
doctorate, entitled A study of public relations activity in international schools
viii Contributors
and its use as an indicator of their unique character, from the University of
Southampton in 2003. His research interests include the organisational
culture of international schools, and current developments in international
schooling. He has published over twenty academic papers, including many
about the growth and development of the International Baccalaureate.
Richard Caffyn is a Visiting Research Fellow at the University of Bath and
works currently as the Elementary Director and both an IB and international
schools consultant at the International School of Milan. He was, until
recently, Head of Research Support and Development for the International
Baccalaureate. He is a leading researcher and presenter on international school
micropolitics and has worked as a teacher, divisional head and administrator
in schools throughout Europe. His research interests and publications focus
on international school management, leadership and cultures, as well as
power and conflict in schools. He is currently undertaking post-doctoral
work into the reasons why micropolitics occur in international schools and
organisational psychodynamics.
James Cambridgeis an independent international education consultant. He
was formerly Head of Research Projects with the International Baccalaureate
Research Unit at the University of Bath. Dr Cambridge has worked in
Britain, the Middle East and Southern Africa in a variety of educational
contexts including science teaching, assessment, curriculum development,
initial teacher education and continuing professional development. His
research interests include inquiry into international curriculum, inter -
national schools, evaluation of institutions and educational programmes,
and intergenerational service learning. Publications include chapters in
edited books and articles in peer-reviewed journals.
Helen Failwas course leader for the MA in Education: International Schools
at Oxford Brookes University from 2002 to 2008 where she taught courses
relating to cross-cultural issues and a multilingual and multicultural educa -
tion. Her doctoral research was on the life histories of former international
school students examining the long-term effects of an internationally
mobile and cross-cultural childhood. Prior to this she taught French and
English in national and international schools in the UK, France, Nigeria,
Israel, Switzerland and the US and worked as a cross-cultural consultant
focusing on cross-cultural transition and the characteristics of third culture
kids (TCKs). She currently works as a freelance educational consultant
specialising in cross-cultural issues.
Mary Hayden is Director of the Centre for the study of Education in an
International Context (CEIC) at the University of Bath, and has directed
the Masters and Doctorate programmes in Education offered by that
university to large numbers of teachers working in international schools
worldwide. Her postgraduate teaching and research supervision focus
particularly on international schools and international education, an area
Contributors ix
in which she has researched and published widely. She has examined
Masters and Doctoral level work for universities worldwide and has also
directed a number of research projects. She is a member of the International
Primary Curriculum (IPC) Advisory Board, academic advisor to the
International Leadership Management Programme (ILMP), and Editor of
the Journal of Research in International Education. She is a founding Trustee
of the Alliance for International Education.
Hugh Lauder is Professor of Education and Political Economy at the
University of Bath (1996 to present). He was formerly Dean of Education
at Victoria University of Wellington, New Zealand. He specialises in the
relationship of education to the economy and has for over ten years worked
on national skill strategies and more recently on the global skill strategies
of multinational companies. His books include Brown, P., Lauder, H. and
Ashton, D. (2010) The Global Auction: The Broken Promises of Opportunities,
Jobs and Rewards, Lauder, H., Brown, P., Dillabough J.-A. and Halsey,
A. H. (eds) (2006) Education, Globalization and Social Change, Brown, P.,
Green, A. and Lauder, H., (2001) High Skills: Globalisation, Competitive-
ness and Skill Formation, Brown, P. and Lauder, H. (2001) Capitalism and Social
Progress: The Future of Society in a Global Economy, (reprinted in Chinese, 2007).
He has published many academic papers including on international
education and globalisation, and is editor of the Journal of Education and Work.
Harriet Marshall is a Lecturer in International Education at the Centre for
the Study of Education in an International Context, Department of
Education, University of Bath. Her interests are broad and include the
following: global and cosmopolitan learning; citizenship education; global -
isation, education and the curriculum; and gender and global citizenship
education. She has written on all of these themes in publications such as
the Journal of Curriculum Studies, the Cambridge Journal of Education, World
Studies in Education, Gender Education and Equality in a Global Context
(Fennell and Arnot (eds) 2008, Routledge) and The SAGE Handbook of
Research in International Education(Hayden, Thompson and Levy (eds) 2008).
Prior to being a lecturer Harriet was a full-time teacher of Politics, Sociology
and History at a London comprehensive school.
Jeff Thompsonteaches, supervises and researches through the Centre for the
study of Education in an International Context (CEIC) of the University
of Bath, in areas relating to international schools and international
education. He has worked closely for many years with curriculum, evalua -
tion and assessment/examinations systems both nationally and internation -
ally – including holding senior examination appointments for the
International Baccalaureate Organization and for many universities through -
out the world at undergraduate, Master’s and Doctoral levels. Professor
Thompson has published widely in the field of international education, is
Chair of the Advisory Board for the International Primary Curriculum (IPC),