International Schools as Transnational Spaces for Global Learning and Identity Development

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2023-07-22 DOI:10.1177/14752409231189365
N. Cruz, Minghui Hou, Asuka Ichikawa, C. Glass
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Abstract

P–12 (pre-school – grade 12) international schools educate increasing numbers of local and expatriate students, who make up a growing proportion of tertiary (university level) international students. Using the transnational social fields framework, this phenomenological study focused on the experiences of 19 students from international schools in China, India, and the United Arab Emirates in order to better understand how these schools contribute to the development of students’ identity and how they experience global learning. Findings include rich examples and narratives of how students gained an appreciation of diversity, found a sense of belonging in differing ways, reflected on their privilege, and developed intercultural understanding through global learning. This study provides further motivation for higher education (university level) institutions to gravitate from a deficit or monocultural perspective of international students, toward acknowledgement of the diverse hybrid identities and knowledge that international students bring to tertiary institutions.
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国际学校作为全球学习和认同发展的跨国空间
P–12(学前至12年级)国际学校教育越来越多的本地和外籍学生,他们在高等教育(大学级别)国际学生中所占比例越来越大。这项现象学研究采用跨国社会领域框架,重点研究了来自中国、印度和阿拉伯联合酋长国国际学校的19名学生的经历,以更好地了解这些学校如何为学生身份的发展做出贡献,以及他们如何体验全球学习。研究结果包括丰富的例子和叙述,说明学生如何通过全球学习获得对多样性的欣赏,以不同的方式找到归属感,反思自己的特权,并发展跨文化理解。这项研究为高等教育(大学级别)机构提供了进一步的动机,使其从国际学生的缺陷或单一文化角度出发,承认国际学生为高等教育机构带来的多样化的混合身份和知识。
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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