Pub Date : 2023-07-22DOI: 10.1177/14752409231189365
N. Cruz, Minghui Hou, Asuka Ichikawa, C. Glass
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.
{"title":"International Schools as Transnational Spaces for Global Learning and Identity Development","authors":"N. Cruz, Minghui Hou, Asuka Ichikawa, C. Glass","doi":"10.1177/14752409231189365","DOIUrl":"https://doi.org/10.1177/14752409231189365","url":null,"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.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49176230","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 : 2023-07-18DOI: 10.1177/14752409231188215
Daniel Bores-García, Gustavo González-Calvo, Raúl A. Barba-Martín, Alfonso García-Monge, David Hortigüela-Alcalá
This article arises from a systematic review of the International Baccalaureate (IB) Primary Years Programme (PYP). Four databases were consulted, and after the application of inclusion and exclusion criteria, 21 articles were selected and analysed in the following categories: year and author, country, type of research, participants, purpose and results. The results show a growth in PYP research in recent years, coming from several countries around the world, using mainly qualitative or mixed methodologies with small samples of teachers, students, administrators and families in IB schools. There is great variety in the purposes of the studies, the most representative being comparative analysis of the implementation of the programme, the use of a language for IB teaching other than that of the country in which the school is located, and the treatment of interculturality. These studies find differences in the ease of implementation of the programme depending on the context and geographical location of the schools, and also highlight the benefits of the programme for intercultural education and foreign language learning. Some tensions can be observed between the PYP curriculum and national policies, and also in the training and predisposition of teachers towards this particular methodology. More research is needed on the academic benefits of the PYP in comparison with other methodologies that are also working well at the curriculum level.
{"title":"International Baccalaureate Primary Years Programme: a systematic review","authors":"Daniel Bores-García, Gustavo González-Calvo, Raúl A. Barba-Martín, Alfonso García-Monge, David Hortigüela-Alcalá","doi":"10.1177/14752409231188215","DOIUrl":"https://doi.org/10.1177/14752409231188215","url":null,"abstract":"This article arises from a systematic review of the International Baccalaureate (IB) Primary Years Programme (PYP). Four databases were consulted, and after the application of inclusion and exclusion criteria, 21 articles were selected and analysed in the following categories: year and author, country, type of research, participants, purpose and results. The results show a growth in PYP research in recent years, coming from several countries around the world, using mainly qualitative or mixed methodologies with small samples of teachers, students, administrators and families in IB schools. There is great variety in the purposes of the studies, the most representative being comparative analysis of the implementation of the programme, the use of a language for IB teaching other than that of the country in which the school is located, and the treatment of interculturality. These studies find differences in the ease of implementation of the programme depending on the context and geographical location of the schools, and also highlight the benefits of the programme for intercultural education and foreign language learning. Some tensions can be observed between the PYP curriculum and national policies, and also in the training and predisposition of teachers towards this particular methodology. More research is needed on the academic benefits of the PYP in comparison with other methodologies that are also working well at the curriculum level.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49208822","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 : 2023-07-18DOI: 10.1177/14752409231189370
Lee Smith
In this study, one current and three former British Columbia (BC) offshore school principals were interviewed to seek their insights on how they contended with being compelled to censor material and disallow topics of conversation while administering a Canadian curriculum in an international context. Using a research design consistent with an interpretative phenomenological analysis (IPA) methodological framework, the data were interpreted using three reduction cycles to generate five categories: disillusionment, anger, struggle, expedience, and subversion. The participants’ responses were synthesized through the five categories in light of the phenomenon of moral distress, which occurs when a person is hindered from following a course of action consonant with their own moral judgement. Participants’ reflections on leading Canadian high schools outside of Canada offered meaningful insights into their lived experiences abroad and provided a basis for a more robust consideration of how principals make sense of morally distressing situations in their schools.
{"title":"Contending With Censorship In Canadian-Accredited Schools Abroad","authors":"Lee Smith","doi":"10.1177/14752409231189370","DOIUrl":"https://doi.org/10.1177/14752409231189370","url":null,"abstract":"In this study, one current and three former British Columbia (BC) offshore school principals were interviewed to seek their insights on how they contended with being compelled to censor material and disallow topics of conversation while administering a Canadian curriculum in an international context. Using a research design consistent with an interpretative phenomenological analysis (IPA) methodological framework, the data were interpreted using three reduction cycles to generate five categories: disillusionment, anger, struggle, expedience, and subversion. The participants’ responses were synthesized through the five categories in light of the phenomenon of moral distress, which occurs when a person is hindered from following a course of action consonant with their own moral judgement. Participants’ reflections on leading Canadian high schools outside of Canada offered meaningful insights into their lived experiences abroad and provided a basis for a more robust consideration of how principals make sense of morally distressing situations in their schools.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48770721","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 : 2023-07-17DOI: 10.1177/14752409231189364
Lucy Doherty, Jenai Lieu, Muhammad Aledeh, A. Edwards, Y. Kotera
Third Culture Kids (TCK) are generally considered to be children who spend a significant period living outside of their home country but reside only temporarily in one or more host country/ies. TCKs’ upbringing, it is argued, may lead to a number of negative psychological outcomes including depression, anxiety, and identity and attachment issues. This quantitative study based on a total of 489 participants compares the self-report responses of adults who had been TCKs with those of non-TCK adults, on the measures of ethnic identity, wellbeing, loneliness, attachment, resilience, and self-concept clarity. Results indicate that TCK adults had a weaker ethnic identity, greater resilience, and were less comfortable forming close relationships than non-TCK adults. Among TCK adults, having siblings was associated with reduced attachment anxiety and greater resilience, while practising a religion was related to increased ethnic identity. Findings indicate the need to raise awareness among parents, teachers, and counsellors about the difficulties that TCKs might face.
{"title":"Examining the Impact of a Third Culture Kid Upbringing: Wellbeing, Attachment and Ethnic Identity Strength in Adult Third Culture Kids","authors":"Lucy Doherty, Jenai Lieu, Muhammad Aledeh, A. Edwards, Y. Kotera","doi":"10.1177/14752409231189364","DOIUrl":"https://doi.org/10.1177/14752409231189364","url":null,"abstract":"Third Culture Kids (TCK) are generally considered to be children who spend a significant period living outside of their home country but reside only temporarily in one or more host country/ies. TCKs’ upbringing, it is argued, may lead to a number of negative psychological outcomes including depression, anxiety, and identity and attachment issues. This quantitative study based on a total of 489 participants compares the self-report responses of adults who had been TCKs with those of non-TCK adults, on the measures of ethnic identity, wellbeing, loneliness, attachment, resilience, and self-concept clarity. Results indicate that TCK adults had a weaker ethnic identity, greater resilience, and were less comfortable forming close relationships than non-TCK adults. Among TCK adults, having siblings was associated with reduced attachment anxiety and greater resilience, while practising a religion was related to increased ethnic identity. Findings indicate the need to raise awareness among parents, teachers, and counsellors about the difficulties that TCKs might face.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48919002","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 : 2023-07-13DOI: 10.1177/14752409231187929
J. Cambridge
This edited volume addresses a variety of methodological problems in the humanities comprising assemblage theory, new materialism and flat ontologies, as applied to studies in the field of comparative and international education (CIE). Some of the chapters in the book are concerned with theorising these concepts, for example in the context of actor-network theory, new materialism and critical realism. Other chapters provide worked examples in which the theories are applied in particular situations, for example in response to the COVID-19 pandemic, in the establishment of a community of CIE research practice in Malaysia, in the history and development of the European Higher Education Area (EHEA), and the Caribbean Community (CARICOM) as a regional assemblage. The book concludes with chapters that discuss educational leadership, didactics and the future development of CIE in terms of assemblage theory. Assemblage theory is concerned with the content and expression of connections that link human actors, communities, institutional subsystems and organisations. Epstein (p23 in this volume) proposes that assemblage theory is ‘a tool for appreciating the emergent qualities of social phenomena’. Assemblages are not to be reified as ‘things’: on the contrary, they are to be interpreted as processes. The meaning of the word ‘assemblage’ itself may be viewed as being ambiguous. As Salajan (p132 in this volume) explains, the term is an artefact of translation: the French word used by Deleuze and Guattari in their original text is agencement, which implies agency as an active process of flux and flow. This is confused by an interpretation of the term assemblage in English which may be inscribed with a connotation of passivity, that is something that is assembled (noun), rather than a process of assembly (verb). Martyn and Galvin in this volume attempt to reconceptualise assemblage theory by synthesising it with critical realism. They expand the original theory of Deleuze and Guattari by reference to assemblages in terms of ‘material forms, practices, knowledge, social organisations and forms of expression’ (p80). This extension of the theory is evidently a fertile development: Cambridge (2018) reviews an earlier attempt at the synthesis of assemblage theory and new materialism, a position which acknowledges the materiality of discourse. How might the theories developed in this book be applied to studies in the context of international schools and international education? In a critique of so-called ‘Third Culture Kid’ (TCK) discourse, Tanu (2018: 9) argues that it may be better understood ‘as an emotionally powerful insider construct that narrates identity and belonging for people with a transnational upbringing’. 1187929 JRI0010.1177/14752409231187929Journal of Research in International EducationBook Review book-review2023
{"title":"Book Review: Comparative and International Education (Re)assembled: Examining a Scholarly Field through an Assemblage Theory Lens","authors":"J. Cambridge","doi":"10.1177/14752409231187929","DOIUrl":"https://doi.org/10.1177/14752409231187929","url":null,"abstract":"This edited volume addresses a variety of methodological problems in the humanities comprising assemblage theory, new materialism and flat ontologies, as applied to studies in the field of comparative and international education (CIE). Some of the chapters in the book are concerned with theorising these concepts, for example in the context of actor-network theory, new materialism and critical realism. Other chapters provide worked examples in which the theories are applied in particular situations, for example in response to the COVID-19 pandemic, in the establishment of a community of CIE research practice in Malaysia, in the history and development of the European Higher Education Area (EHEA), and the Caribbean Community (CARICOM) as a regional assemblage. The book concludes with chapters that discuss educational leadership, didactics and the future development of CIE in terms of assemblage theory. Assemblage theory is concerned with the content and expression of connections that link human actors, communities, institutional subsystems and organisations. Epstein (p23 in this volume) proposes that assemblage theory is ‘a tool for appreciating the emergent qualities of social phenomena’. Assemblages are not to be reified as ‘things’: on the contrary, they are to be interpreted as processes. The meaning of the word ‘assemblage’ itself may be viewed as being ambiguous. As Salajan (p132 in this volume) explains, the term is an artefact of translation: the French word used by Deleuze and Guattari in their original text is agencement, which implies agency as an active process of flux and flow. This is confused by an interpretation of the term assemblage in English which may be inscribed with a connotation of passivity, that is something that is assembled (noun), rather than a process of assembly (verb). Martyn and Galvin in this volume attempt to reconceptualise assemblage theory by synthesising it with critical realism. They expand the original theory of Deleuze and Guattari by reference to assemblages in terms of ‘material forms, practices, knowledge, social organisations and forms of expression’ (p80). This extension of the theory is evidently a fertile development: Cambridge (2018) reviews an earlier attempt at the synthesis of assemblage theory and new materialism, a position which acknowledges the materiality of discourse. How might the theories developed in this book be applied to studies in the context of international schools and international education? In a critique of so-called ‘Third Culture Kid’ (TCK) discourse, Tanu (2018: 9) argues that it may be better understood ‘as an emotionally powerful insider construct that narrates identity and belonging for people with a transnational upbringing’. 1187929 JRI0010.1177/14752409231187929Journal of Research in International EducationBook Review book-review2023","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45062690","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 : 2023-04-01DOI: 10.1177/14752409231163841
Ian Gross
Demand for elite English private schools overseas is increasing and their numbers have risen rapidly in the first two decades of this century. With little research focussed on this type of international school, Bunnell (2008) discusses their first ten years, and the reasoning behind their initial appearance in Thailand. In this paper I examine Bunnell’s work and explore different views of these international elite English private schools. I reflect on the growth since Bunnell’s research and, using Kapferer’s model of globalisation (2005), re-position the globalised elite English private schools in relation to different school groups and their business models. I follow their progress and development over their second decade and argue how their primary task may have shifted focus, before discussing the increasing use by these international schools of accreditation and affiliations for the purpose of legitimisation. I conclude that these newer, globalised international schools have shifted from an ideological base to one of capitalism, noting how the globalised elite English private schools have branded themselves to support their longevity in an increasingly crowded market.
{"title":"Riding the global wave of elite English private schools","authors":"Ian Gross","doi":"10.1177/14752409231163841","DOIUrl":"https://doi.org/10.1177/14752409231163841","url":null,"abstract":"Demand for elite English private schools overseas is increasing and their numbers have risen rapidly in the first two decades of this century. With little research focussed on this type of international school, Bunnell (2008) discusses their first ten years, and the reasoning behind their initial appearance in Thailand. In this paper I examine Bunnell’s work and explore different views of these international elite English private schools. I reflect on the growth since Bunnell’s research and, using Kapferer’s model of globalisation (2005), re-position the globalised elite English private schools in relation to different school groups and their business models. I follow their progress and development over their second decade and argue how their primary task may have shifted focus, before discussing the increasing use by these international schools of accreditation and affiliations for the purpose of legitimisation. I conclude that these newer, globalised international schools have shifted from an ideological base to one of capitalism, noting how the globalised elite English private schools have branded themselves to support their longevity in an increasingly crowded market.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48384523","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 : 2023-04-01DOI: 10.1177/14752409231154531
M. Harrison, Wai Kai Hou
The international school sector in Hong Kong makes a substantial contribution to educational provision in the city, employing many expatriate teachers. Wellbeing has taken on increasing prominence in international school discourses, but little research has investigated how the wellbeing of international school teachers is influenced by school-level factors. For the purposes of this study, thirteen expatriate teachers from ten different international schools in Hong Kong were interviewed and the data were analysed thematically. The teachers’ wellbeing was found to be influenced by relationships with students, colleagues and senior leaders, and a pervasive climate of accountability. Teachers felt a sense of social isolation associated with cultural differences, and often did not feel supported by their schools. Teachers’ wellbeing, it is proposed, may be improved by the articulation of a shared vision which focuses on classroom-level interactions, an affiliative climate, and an institutional environment which addresses social isolation and protects teachers against an excessive climate of performativity and accountability.
{"title":"The subjective wellbeing of expatriate international school teachers in Hong Kong: An exploratory study into the influence of school-level factors","authors":"M. Harrison, Wai Kai Hou","doi":"10.1177/14752409231154531","DOIUrl":"https://doi.org/10.1177/14752409231154531","url":null,"abstract":"The international school sector in Hong Kong makes a substantial contribution to educational provision in the city, employing many expatriate teachers. Wellbeing has taken on increasing prominence in international school discourses, but little research has investigated how the wellbeing of international school teachers is influenced by school-level factors. For the purposes of this study, thirteen expatriate teachers from ten different international schools in Hong Kong were interviewed and the data were analysed thematically. The teachers’ wellbeing was found to be influenced by relationships with students, colleagues and senior leaders, and a pervasive climate of accountability. Teachers felt a sense of social isolation associated with cultural differences, and often did not feel supported by their schools. Teachers’ wellbeing, it is proposed, may be improved by the articulation of a shared vision which focuses on classroom-level interactions, an affiliative climate, and an institutional environment which addresses social isolation and protects teachers against an excessive climate of performativity and accountability.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47725210","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 : 2023-04-01DOI: 10.1177/14752409231169609
D. DeWitt, A. Sukhoverkhov
The globalisation of science, industry and commerce has resulted in the internationalisation of education. In this context, ‘a global citizen’, representing the Humboldtian educational model, has to have universal cognitive skills and cultural competences formed by an international/global education. However, Malaysia’s unique situation, as seen in the case of Penang Island, shows a multicultural education that effectively adapted to the global market. Most of the schools were transformed to national schools after Malaya’s independence from the United Kingdom, yet some retained their international nature. This article shows how national schools in Penang Island preserved their culture after independence, resulting in cultural pluralism (multiculturalism) in the educational system and, at the same time, maintained their global value for Economy 4.0. This multicultural and industry-oriented approach contrasts with the Humboldtian universalistic model, and yet contributes to the growth of science and a global economy. In this regard, it is argued that for the sustainable development of science, technology and society in Penang, the ‘epistemological pluralism’ with cross-disciplinary thinking in diverse cultural contexts should be promoted in educational and global policies.
{"title":"Industrialisation and internationalisation of education in the context of Economy 4.0: A case study of Penang","authors":"D. DeWitt, A. Sukhoverkhov","doi":"10.1177/14752409231169609","DOIUrl":"https://doi.org/10.1177/14752409231169609","url":null,"abstract":"The globalisation of science, industry and commerce has resulted in the internationalisation of education. In this context, ‘a global citizen’, representing the Humboldtian educational model, has to have universal cognitive skills and cultural competences formed by an international/global education. However, Malaysia’s unique situation, as seen in the case of Penang Island, shows a multicultural education that effectively adapted to the global market. Most of the schools were transformed to national schools after Malaya’s independence from the United Kingdom, yet some retained their international nature. This article shows how national schools in Penang Island preserved their culture after independence, resulting in cultural pluralism (multiculturalism) in the educational system and, at the same time, maintained their global value for Economy 4.0. This multicultural and industry-oriented approach contrasts with the Humboldtian universalistic model, and yet contributes to the growth of science and a global economy. In this regard, it is argued that for the sustainable development of science, technology and society in Penang, the ‘epistemological pluralism’ with cross-disciplinary thinking in diverse cultural contexts should be promoted in educational and global policies.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47976888","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 : 2023-04-01DOI: 10.1177/14752409231157635
S. Pearce
The COVID-19 pandemic has created unprecedented chaos all over the world, and schools and their leaders have not escaped its impacts. This article analyses the leadership actions of the team from one international school in reopening after mandated lockdown; it seeks to contribute to the discourse on school leadership during these unprecedented times and to share leadership lessons with those bearing the weight of responsibility of leadership during the pandemic. Using the lens of a framework drawn from the example of Prime Minister Jacinda Ardern’s leadership of New Zealand during the crisis, the actions of the school leaders are examined and linked to each of the good practices outlined. To connect this firmly to school leadership, the actions are categorised as either educational management or educational leadership, and then assessed to determine to what extent transactional and/or transformational leadership was appropriate to how the leaders responded to the various issues that arose during the events. From the analysis, I conclude that the actions of school leaders should fall under the guise of both leadership and management in order to successfully take a school through a period of uncertainty such as this, and should utilise both transformational and transactional leadership, dependent upon the circumstances with which they are faced.
{"title":"The heavy weight of COVID leadership: an analysis of one international school’s leadership during the pandemic","authors":"S. Pearce","doi":"10.1177/14752409231157635","DOIUrl":"https://doi.org/10.1177/14752409231157635","url":null,"abstract":"The COVID-19 pandemic has created unprecedented chaos all over the world, and schools and their leaders have not escaped its impacts. This article analyses the leadership actions of the team from one international school in reopening after mandated lockdown; it seeks to contribute to the discourse on school leadership during these unprecedented times and to share leadership lessons with those bearing the weight of responsibility of leadership during the pandemic. Using the lens of a framework drawn from the example of Prime Minister Jacinda Ardern’s leadership of New Zealand during the crisis, the actions of the school leaders are examined and linked to each of the good practices outlined. To connect this firmly to school leadership, the actions are categorised as either educational management or educational leadership, and then assessed to determine to what extent transactional and/or transformational leadership was appropriate to how the leaders responded to the various issues that arose during the events. From the analysis, I conclude that the actions of school leaders should fall under the guise of both leadership and management in order to successfully take a school through a period of uncertainty such as this, and should utilise both transformational and transactional leadership, dependent upon the circumstances with which they are faced.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45888287","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 : 2023-03-31DOI: 10.1177/14752409231160712
Martyna Elerian, Emilios Solomou
The growing popularity and diversity of international schools worldwide has resulted in the identification of several typologies of such schools based on different factors of significance. The largest growth in numbers of international schools is now occurring in local markets, with many having a large number of host-country students and to some extent incorporating both national and international curriculum and customs. In this article we discuss the institutional and social issues that may be faced by such schools in terms of their curriculum and their identity, as well as socio-linguistic aspects. We discuss the global and local perspectives that drive and challenge the internationalisation of these schools, with a focus in particular on the context of Cyprus.
{"title":"International or Internationalised? Exploring issues faced by international schools in local markets: a Cyprus case study","authors":"Martyna Elerian, Emilios Solomou","doi":"10.1177/14752409231160712","DOIUrl":"https://doi.org/10.1177/14752409231160712","url":null,"abstract":"The growing popularity and diversity of international schools worldwide has resulted in the identification of several typologies of such schools based on different factors of significance. The largest growth in numbers of international schools is now occurring in local markets, with many having a large number of host-country students and to some extent incorporating both national and international curriculum and customs. In this article we discuss the institutional and social issues that may be faced by such schools in terms of their curriculum and their identity, as well as socio-linguistic aspects. We discuss the global and local perspectives that drive and challenge the internationalisation of these schools, with a focus in particular on the context of Cyprus.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43776910","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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