Pub Date : 2024-03-29DOI: 10.1177/14752409241244681
Jessica Albrent, Honorine D. Nocon
International schools exist in almost every country of the world, and international school educators come from a variety of countries, often teaching students from cultural and linguistic backgrounds different from their own. This article reports on a study that examined English-speaking educator beliefs about their Arabic-speaking students in a bilingual, international elementary school in the Middle East Near Africa region. Using mixed methods, the study also explored English language educators’ culturally responsive teaching self-efficacy. Educators expressed high levels of self-efficacy in using culturally responsive teaching practices, but were unsure how to bridge the differences between home and school cultures. Additionally, educators expressed deficit beliefs about their students. These beliefs framed students as victims of their own culture, held back from academic success by home cultural practices, beliefs, and norms. Results suggest educators at the school may not be prepared to facilitate students’ negotiation of identities, bridging home and school languages and cultures, due to deficit beliefs about students’ home culture that lower educator expectations and students’ opportunities to learn. The article concludes with discussion of the effects of these educator beliefs on students and ways in which international school leaders and policy makers may productively address them.
{"title":"Deficit Beliefs and Cultural Responsiveness in a Bilingual International School","authors":"Jessica Albrent, Honorine D. Nocon","doi":"10.1177/14752409241244681","DOIUrl":"https://doi.org/10.1177/14752409241244681","url":null,"abstract":"International schools exist in almost every country of the world, and international school educators come from a variety of countries, often teaching students from cultural and linguistic backgrounds different from their own. This article reports on a study that examined English-speaking educator beliefs about their Arabic-speaking students in a bilingual, international elementary school in the Middle East Near Africa region. Using mixed methods, the study also explored English language educators’ culturally responsive teaching self-efficacy. Educators expressed high levels of self-efficacy in using culturally responsive teaching practices, but were unsure how to bridge the differences between home and school cultures. Additionally, educators expressed deficit beliefs about their students. These beliefs framed students as victims of their own culture, held back from academic success by home cultural practices, beliefs, and norms. Results suggest educators at the school may not be prepared to facilitate students’ negotiation of identities, bridging home and school languages and cultures, due to deficit beliefs about students’ home culture that lower educator expectations and students’ opportunities to learn. The article concludes with discussion of the effects of these educator beliefs on students and ways in which international school leaders and policy makers may productively address them.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"50 5","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-10DOI: 10.1177/14752409241231390
Malcolm Pritchard
{"title":"Book Review: Interpreting International Education: In Honour of Professor Jeff Thompson","authors":"Malcolm Pritchard","doi":"10.1177/14752409241231390","DOIUrl":"https://doi.org/10.1177/14752409241231390","url":null,"abstract":"","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"17 4","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139846340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-10DOI: 10.1177/14752409241231390
Malcolm Pritchard
{"title":"Book Review: Interpreting International Education: In Honour of Professor Jeff Thompson","authors":"Malcolm Pritchard","doi":"10.1177/14752409241231390","DOIUrl":"https://doi.org/10.1177/14752409241231390","url":null,"abstract":"","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"8 5","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139786577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1177/14752409231217222
Catherine M. Koini, D. Jindal‐Snape, Anna Robb
Existing literature presents a fragmented and negative account of international family transitions. This longitudinal study focuses on the contemporaneous experiences of internationally mobile families during their transitions to a new country and international school, drawing on Multiple and Multi-dimensional Transitions (MMT) Theory. The study adopted a small-scale, multiple case study design and focused on the experiences of primary aged children and their parents over the period of one year from July 2019 to July 2020. The findings, presented here as a cross-section, revealed that participants navigated multiple, complex transitions across several domains and contexts on a daily basis and that their transition experiences were largely positive. This study challenges previous chronological models of international transitions and demonstrates that through the application of MMT theory, international family transitions are best understood as ongoing, complex, and multi-dimensional processes.
{"title":"Children’s and parents’ perspectives of their multiple and multi-dimensional international transitions: Longitudinal study across four time points","authors":"Catherine M. Koini, D. Jindal‐Snape, Anna Robb","doi":"10.1177/14752409231217222","DOIUrl":"https://doi.org/10.1177/14752409231217222","url":null,"abstract":"Existing literature presents a fragmented and negative account of international family transitions. This longitudinal study focuses on the contemporaneous experiences of internationally mobile families during their transitions to a new country and international school, drawing on Multiple and Multi-dimensional Transitions (MMT) Theory. The study adopted a small-scale, multiple case study design and focused on the experiences of primary aged children and their parents over the period of one year from July 2019 to July 2020. The findings, presented here as a cross-section, revealed that participants navigated multiple, complex transitions across several domains and contexts on a daily basis and that their transition experiences were largely positive. This study challenges previous chronological models of international transitions and demonstrates that through the application of MMT theory, international family transitions are best understood as ongoing, complex, and multi-dimensional processes.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":" 3","pages":"256 - 277"},"PeriodicalIF":1.4,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138615339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.1177/14752409231217154
Dhanishtha Patel, Zachary Walker
This study highlights the importance of providing a global education so that students are prepared for and aware of the wider world. The study explored the lived experiences of Adult Cross-Cultural Kids within education, and their cross-cultural perspectives on how the intersectionality of race, skin colour and class impacts life in and out of school. The key highlights include that education needs to better prepare students for the world; ensure that students are aware of people, places and events globally; provide different perspectives and critical discourse; and that internationalism should be embedded within the workforce, pedagogy and learning culture. Participants in the study also highlighted the impact of cultural inequality on their own learning. This study suggests that cultural bias and hierarchy within existing curricula, pedagogy and institutional cultures should be addressed by increasing diversity and intercultural competence to embrace and harness different cultures, perspectives and epistemologies.
{"title":"Uncovering the Knowledge Box: Exploring Cross-Cultural Perspectives on the Intersectionality of Race, Skin Colour and Class in Education","authors":"Dhanishtha Patel, Zachary Walker","doi":"10.1177/14752409231217154","DOIUrl":"https://doi.org/10.1177/14752409231217154","url":null,"abstract":"This study highlights the importance of providing a global education so that students are prepared for and aware of the wider world. The study explored the lived experiences of Adult Cross-Cultural Kids within education, and their cross-cultural perspectives on how the intersectionality of race, skin colour and class impacts life in and out of school. The key highlights include that education needs to better prepare students for the world; ensure that students are aware of people, places and events globally; provide different perspectives and critical discourse; and that internationalism should be embedded within the workforce, pedagogy and learning culture. Participants in the study also highlighted the impact of cultural inequality on their own learning. This study suggests that cultural bias and hierarchy within existing curricula, pedagogy and institutional cultures should be addressed by increasing diversity and intercultural competence to embrace and harness different cultures, perspectives and epistemologies.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"67 5","pages":"201 - 221"},"PeriodicalIF":1.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139205458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-29DOI: 10.1177/14752409231215042
Robert Preston Williams, J. Richardson
This single-site case study focuses on how administrators in a Vietnamese international school build trust among expatriate teachers to foster informal teacher leadership. A theoretical framework based on Bourdieu’s (1986) social capital theory was used to design the research instruments and analyze the data. Participants took part in semi-structured interviews. Findings suggest that when administrators trust teachers as professionals and listen to their perspective, teachers reciprocate trust back to administrators. Findings also suggest that administrators’ handling of crises generates trust, but constant communication and transparency of information are key. The study highlights the importance of crisis management skills for administrators in international schools as these types of schools tend to be relatively isolated from the host country. The study also highlights the importance of trust for informal teacher leadership as trust was a prerequisite for collaboration. The findings also suggest that administrators play a critical role in building trust. However, administrators’ role is indirect rather than direct. In addition to building trusting cultures, findings suggest that administrators have other means for fostering informal teacher leadership, which should be explored in future research.
{"title":"How International School Administrators Build Trust","authors":"Robert Preston Williams, J. Richardson","doi":"10.1177/14752409231215042","DOIUrl":"https://doi.org/10.1177/14752409231215042","url":null,"abstract":"This single-site case study focuses on how administrators in a Vietnamese international school build trust among expatriate teachers to foster informal teacher leadership. A theoretical framework based on Bourdieu’s (1986) social capital theory was used to design the research instruments and analyze the data. Participants took part in semi-structured interviews. Findings suggest that when administrators trust teachers as professionals and listen to their perspective, teachers reciprocate trust back to administrators. Findings also suggest that administrators’ handling of crises generates trust, but constant communication and transparency of information are key. The study highlights the importance of crisis management skills for administrators in international schools as these types of schools tend to be relatively isolated from the host country. The study also highlights the importance of trust for informal teacher leadership as trust was a prerequisite for collaboration. The findings also suggest that administrators play a critical role in building trust. However, administrators’ role is indirect rather than direct. In addition to building trusting cultures, findings suggest that administrators have other means for fostering informal teacher leadership, which should be explored in future research.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"17 1","pages":"240 - 255"},"PeriodicalIF":1.4,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139214112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-29DOI: 10.1177/14752409231216651
Karen Chernoff
International mindedness (IM) is foundational to the International Baccalaureate Diploma Programme (IBDP) and in theory, meets the challenges of a diversified demographic. The implementation of IM may vary depending on where the IBDP is situated. Although a core concept in the IBDP, research suggests that IM may be difficult to implement. Systematic reviews included in this study offer empirical research on ways in which IM might meet the needs of a diversified population, although findings suggest there may be challenges with IM curriculum implementation. The purpose of this overview of reviews is to explore the role of IM as a component in the growth of the IBDP worldwide. Research is reviewed with respect to the reasons for IM’s global relevance; the international needs, national concerns, and local tensions that exist with IM implementation; and the importance of a broader understanding of interculturalism and multilingualism within IM.
国际意识（IM）是国际文凭项目（IBDP）的基础，从理论上讲，它可以应对人口多 样化的挑战。IBDP 所在地不同，IM 的实施情况也可能不同。尽管 IM 是 IBDP 的一个核心理念，但研究表明，IM 可能很难实施。本研究中包含的系统性综述提供了关于即时信息如何满足多元化人口需求的实证研究，尽管研究结果表明即时信息课程的实施可能存在挑战。本综述的目的是探讨即时信息管理作为国际基础教育发展计划的一个组成部分在全球发展中的作用。综述的研究内容包括：综合语言课程与全球相关的原因；综合语言课程实施过程中存在的国际需求、国家关切和地方矛盾；以及在综合语言课程中更广泛地理解跨文化和多语言的重要性。
{"title":"An overview of systematic reviews: International mindedness as a component of the IB Diploma Programme’s expansion","authors":"Karen Chernoff","doi":"10.1177/14752409231216651","DOIUrl":"https://doi.org/10.1177/14752409231216651","url":null,"abstract":"International mindedness (IM) is foundational to the International Baccalaureate Diploma Programme (IBDP) and in theory, meets the challenges of a diversified demographic. The implementation of IM may vary depending on where the IBDP is situated. Although a core concept in the IBDP, research suggests that IM may be difficult to implement. Systematic reviews included in this study offer empirical research on ways in which IM might meet the needs of a diversified population, although findings suggest there may be challenges with IM curriculum implementation. The purpose of this overview of reviews is to explore the role of IM as a component in the growth of the IBDP worldwide. Research is reviewed with respect to the reasons for IM’s global relevance; the international needs, national concerns, and local tensions that exist with IM implementation; and the importance of a broader understanding of interculturalism and multilingualism within IM.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"16 1","pages":"278 - 290"},"PeriodicalIF":1.4,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139212173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-24DOI: 10.1177/14752409231212185
Simon Probert
Given the rapid rise in recent years of British international education for local, rather than expatriate, students in Asia, this paper considers this fast-growing sector in the context of the history of British-style and English language education in Asia. Specifically using a post-colonialist framework as a means of critique of the notion of a British-style ‘international education’, it considers the challenges this new wave of international schools faces in terms of ensuring their curriculum and values are embedded in a local context. Using Asia alongside the West, as a reference point for curriculum planning and intercultural understanding, this paper then considers ways in which this new wave of schools can engage meaningfully with local as well as western contexts, reframing notions of ‘global citizenship’ in the process.
{"title":"International Education in Asia: The Changing Market","authors":"Simon Probert","doi":"10.1177/14752409231212185","DOIUrl":"https://doi.org/10.1177/14752409231212185","url":null,"abstract":"Given the rapid rise in recent years of British international education for local, rather than expatriate, students in Asia, this paper considers this fast-growing sector in the context of the history of British-style and English language education in Asia. Specifically using a post-colonialist framework as a means of critique of the notion of a British-style ‘international education’, it considers the challenges this new wave of international schools faces in terms of ensuring their curriculum and values are embedded in a local context. Using Asia alongside the West, as a reference point for curriculum planning and intercultural understanding, this paper then considers ways in which this new wave of schools can engage meaningfully with local as well as western contexts, reframing notions of ‘global citizenship’ in the process.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"148 3","pages":"185 - 200"},"PeriodicalIF":1.4,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139242213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-20DOI: 10.1177/14752409231212942
James Cambridge
{"title":"Book Review: Globalists: The end of empire and the birth of neoliberalism and Crack-up Capitalism: Market radicals and the dream of a world without democracy","authors":"James Cambridge","doi":"10.1177/14752409231212942","DOIUrl":"https://doi.org/10.1177/14752409231212942","url":null,"abstract":"","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"16 1","pages":"291 - 293"},"PeriodicalIF":1.4,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139255320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/14752409231191570
Andrew Scott
This article focuses on the challenges faced by educational leaders of international schools in conceptualising international mindedness. Further articles are planned which will focus on how the wider social and school context influence educational leaders’ promotion of international mindedness, and on why educational leaders are drawn to values-leadership models in its promotion. The use of the term international mindedness has grown significantly over the last thirty years. It is now in common usage in many international schools (Hayden et al, 2015), and is used specifically by both the International Baccalaureate and the International Primary Curriculum to describe the core values that underpin the educational programmes they offer. It is a broad concept whose advocates claim it encapsulates the values and ideals of international education that seek to promote greater global understanding and awareness (Hill, 2014). However, the value and appropriateness of the term remain contested (Haywood, 2015; Savva and Stanfield, 2018). There is also a growing body of literature that has highlighted the importance of educational leaders in promoting school-wide values (Hallinger and Huber, 2012; Day et al, 2016). If we are to better understand the significance of international mindedness to the wider field of international schools, we need to develop a greater awareness of what shapes educational leaders’ understanding of a core value such as international mindedness, and what it is they hope to achieve within the wider social and school context within which they are operating. The first section of this article explores how international mindedness is conceptualised and the current debates surrounding it, presenting a conceptual framework for international mindedness that draws on academic literature from the wider field of international education. The second section is based on empirical research carried out into educational leadership in a group of international schools.
{"title":"Interpreting International Mindedness in Dutch State-funded International Schools: an educational leadership perspective","authors":"Andrew Scott","doi":"10.1177/14752409231191570","DOIUrl":"https://doi.org/10.1177/14752409231191570","url":null,"abstract":"This article focuses on the challenges faced by educational leaders of international schools in conceptualising international mindedness. Further articles are planned which will focus on how the wider social and school context influence educational leaders’ promotion of international mindedness, and on why educational leaders are drawn to values-leadership models in its promotion. The use of the term international mindedness has grown significantly over the last thirty years. It is now in common usage in many international schools (Hayden et al, 2015), and is used specifically by both the International Baccalaureate and the International Primary Curriculum to describe the core values that underpin the educational programmes they offer. It is a broad concept whose advocates claim it encapsulates the values and ideals of international education that seek to promote greater global understanding and awareness (Hill, 2014). However, the value and appropriateness of the term remain contested (Haywood, 2015; Savva and Stanfield, 2018). There is also a growing body of literature that has highlighted the importance of educational leaders in promoting school-wide values (Hallinger and Huber, 2012; Day et al, 2016). If we are to better understand the significance of international mindedness to the wider field of international schools, we need to develop a greater awareness of what shapes educational leaders’ understanding of a core value such as international mindedness, and what it is they hope to achieve within the wider social and school context within which they are operating. The first section of this article explores how international mindedness is conceptualised and the current debates surrounding it, presenting a conceptual framework for international mindedness that draws on academic literature from the wider field of international education. The second section is based on empirical research carried out into educational leadership in a group of international schools.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"22 1","pages":"121 - 135"},"PeriodicalIF":1.4,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47519062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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