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Factors Influencing Saudi Parents’ Choice of International Schools in Saudi Arabia 影响沙特家长选择国际学校的因素
IF 1.4 Q2 Social Sciences Pub Date : 2020-12-01 DOI: 10.1177/1475240920976259
H. Alfaraidy
The Saudi Ministry of Education has recently begun to allow all Saudi families to enroll their children in international schools. The international curriculum offered by such schools represents a notably different choice compared with Saudi traditional public and private schools, both of which teach the same state-mandated curriculum. As a result of the change, there has been a surge in demand for international education; the number of schools has increased rapidly, and there has been a steady “student leak” towards them and away from traditional schools. Little is known about why Saudi parents choose to enroll their children in international schools. We explored this question by surveying 431 Saudi parents of children attending such schools to identify the main factors contributing to their choice. Although all factors examined were important to parents, curriculum and overall school quality emerged as the most important; socioeconomic status was not influential in their decisions.
沙特教育部最近开始允许所有沙特家庭让孩子进入国际学校。与沙特传统公立和私立学校相比,这些学校提供的国际课程是一个明显不同的选择,这两所学校都教授相同的国家规定课程。由于这一变化,对国际教育的需求激增;学校的数量迅速增加,而且不断有学生从传统学校流失到学校。沙特家长为什么选择让孩子进入国际学校,人们对此知之甚少。我们通过调查431名就读于此类学校的沙特儿童家长来探讨这个问题,以确定影响他们选择的主要因素。尽管所考察的所有因素对家长来说都很重要,但课程和整体学校质量是最重要的;社会经济地位对他们的决定没有影响。
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引用次数: 4
The cultural group in intercultural understanding: implications for teaching from a social identity theory perspective 跨文化理解中的文化群体:社会认同理论视角下的教学启示
IF 1.4 Q2 Social Sciences Pub Date : 2020-12-01 DOI: 10.1177/1475240920978712
D. Williams-Gualandi
Learning about one’s own cultures as well as other cultures is a central aspect of the cognitive dimension of intercultural understanding, focusing the individual on cultural group affiliations, belonging and questions of ‘who one is’. Using a social identity lens, with a particular focus on self-categorisation theory to explore how individuals view themselves in relation to the groups to which they belong, this article presents the implications of applying self-categorisation theory to aspects of the field of intercultural understanding. From within the self-categorisation framework, the article also reports on findings from a qualitative study involving semi-structured interviews which investigated the beliefs of experienced secondary teachers working in international schools regarding the relationship between the development of intercultural understanding and identity. Teachers indicated increased awareness of primarily national group affiliation, limited engagement with the concept of multiple cultural identities, a process of distancing and creating new group affiliations, as well as some psychological discomfort and conflict avoidance.
了解自己的文化以及其他文化是跨文化理解认知维度的一个核心方面,将个人的注意力集中在文化群体的从属关系、归属感和“自己是谁”的问题上。本文从社会身份的角度,特别关注自我分类理论,探讨个体如何看待自己与所属群体的关系,提出了将自我分类理论应用于跨文化理解领域的含义。在自我分类框架内,文章还报道了一项定性研究的结果,该研究涉及半结构化访谈,调查了在国际学校工作的经验丰富的中学教师对跨文化理解和身份认同发展之间关系的看法。教师们表示,主要是对国家群体归属的认识有所提高,对多元文化身份概念的参与有限,疏远和建立新的群体归属的过程,以及一些心理不适和避免冲突。
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引用次数: 3
Book Review: The Bloomsbury Handbook of Global Education and Learning 书评:布鲁姆斯伯里全球教育与学习手册
IF 1.4 Q2 Social Sciences Pub Date : 2020-12-01 DOI: 10.1177/1475240920973853
J. Levy
The fact that the research and focus is from a US perspective does not reduce in value or importance the core message of the book to all multicultural societies – that the world needs more interculturally aware teachers and students, and that there are effective ways of building these competencies. The book would be valuable for educators at both school and college levels, preparing students in any subject discipline or career field for entering the increasingly global community of life and work.
事实上,研究和重点是从美国的角度出发,这并没有降低本书对所有多元文化社会的核心信息的价值或重要性——世界需要更多具有跨文化意识的教师和学生,并且有有效的方法来培养这些能力。这本书对学校和大学的教育工作者都很有价值,为任何学科或职业领域的学生进入日益全球化的生活和工作社区做好准备。
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引用次数: 0
Book Review: Teacher as Traveler: Enhancing the Intercultural Development of Teachers and Students (second edition) 书评:《教师作为旅行者:促进师生跨文化发展》(第二版)
IF 1.4 Q2 Social Sciences Pub Date : 2020-12-01 DOI: 10.1177/1475240920972833
D. Fisher
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引用次数: 0
Exploring enduring employment discrimination in favour of British and American teachers in ‘traditional international schools’ 探索“传统国际学校”中有利于英美教师的持久就业歧视
IF 1.4 Q2 Social Sciences Pub Date : 2020-11-23 DOI: 10.1177/1475240920980188
Tristan Bunnell, C. Atkinson
Volume 2 of this journal included an article (Canterford, 2003) which discussed ‘segmented labour markets’ in ‘international schools’. Using an economics lens, that paper investigated the predominance of British and American educators, concluding that a form of discrimination existed which was driven by demand-side factors. In particular, Canterford identified a labour market dominated by British and American actors, asserting that ‘requirements discriminate very effectively against teachers from certain areas of the world.’ Our paper re-visits and advances Canterford’s discussion, and argues that not only does there still seem to be a reliance on native English-speaking Anglo-American actors in what might be described as ‘traditional international schools’, but there is a further need to move beyond economic theory towards the application of a sociological one. By applying Pierre Bourdieu’s Social Field Theory we show how positive discrimination in favour of native English-speakers from certain Western/Global North nations can occur within a discrete level of activity, creating a condition that is evident yet most often misrecognised. A complex set of doxa endures within the arena, beginning at recruitment level and continuing within curriculum-delivery and teacher-retainment levels. We show how the field in general possesses a normative belief-system that promotes division within the labour market, yet at the same time makes it seem natural, legitimate, and ‘legal’. This situation, the nomos, is a powerful, structural condition that helps make positive discrimination in favour of British and American actors seem so fundamentally normal as to remain, for the most part, unremarked. The topic still requires substantially more investigation and validation. However, by theorising it, and thus better confronting it, we can arguably begin to deal with it.
该杂志第2卷收录了一篇文章(Canterford,2003),讨论了“国际学校”中的“细分劳动力市场”。该论文从经济学的角度调查了英国和美国教育工作者的主导地位,得出结论认为存在一种由需求方因素驱动的歧视形式。特别是,坎特伯雷大学确定了一个由英国和美国行为者主导的劳动力市场,声称“要求非常有效地歧视了来自世界某些地区的教师。”我们的论文重新审视并推进了坎特伯雷的讨论,并认为在所谓的“传统国际学校”中,似乎仍然依赖以英语为母语的英美行为者,而且还需要超越经济理论,应用社会学理论。通过应用Pierre Bourdieu的社会领域理论,我们展示了在一个离散的活动水平上,有利于某些西方/全球北方国家母语为英语的人的积极歧视是如何发生的,从而创造了一种明显但最常被误解的条件。一系列复杂的doxa在舞台上持续存在,从招聘层面开始,一直持续到课程交付和教师保留层面。我们展示了该领域总体上是如何拥有一个规范的信仰体系,促进劳动力市场内部的分裂,同时使其看起来自然、合法和“合法”。这种情况,即nomos,是一种强大的结构性条件,有助于使有利于英国和美国行为者的积极歧视从根本上看起来是正常的,以至于在大多数情况下都不引人注目。这个主题仍然需要更多的调查和验证。然而,通过对其进行理论化,从而更好地面对它,我们可以开始处理它。
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引用次数: 6
The PISA performance gap between national and expatriate students in the United Arab Emirates 阿拉伯联合酋长国本国学生和外籍学生的PISA成绩差距
IF 1.4 Q2 Social Sciences Pub Date : 2020-10-27 DOI: 10.1177/14752409221090440
J. Marquez, L. Lambert, N. Ridge, S. Walker
In most education systems, students with an immigrant background perform worse academically than do native students. However, in the United Arab Emirates (UAE) differences emerge in the opposite direction and the national-expatriate gap in academic performance is equivalent to almost three years of schooling. This gap is a concern in the UAE, where national students mainly attend public schools while expatriates mostly attend private schools. In this study, to investigate the performance gap between national and expatriate students we estimate group differences and conduct linear regression analysis using data from the 2018 Programme for International Student Assessment. Results show that the gap varies by emirate and country of origin, and is greater among boys, better-off students and those attending private schools. Between 33% and 47% of this gap is explained by school type, whether public or private. We offer recommendations for the UAE that may also be useful for other high expatriate recruiting nations in development; however, in a country characterized by 85% expatriates and a maturing education policy, challenges remain.
在大多数教育体系中,移民背景的学生在学业上的表现比本土学生差。然而,在阿拉伯联合酋长国(UAE),差异呈现出相反的方向,国民与外籍人士在学业成绩上的差距几乎相当于三年的学校教育。这一差距在阿联酋引起了关注,阿联酋的本国学生主要就读公立学校,而外籍人士大多就读私立学校。在本研究中,为了调查本国学生和外籍学生之间的表现差距,我们估计了群体差异,并使用2018年国际学生评估计划的数据进行了线性回归分析。结果显示,这一差距因酋长国和原籍国而异,在男孩、家境较好的学生和私立学校的学生中更大。其中33%到47%的差距是由学校类型造成的,无论是公立还是私立。我们为阿联酋提供了一些建议,这些建议可能对其他正在发展中的高外籍人员招聘国家也很有用;然而,在一个85%为外籍人士、教育政策日趋成熟的国家,挑战依然存在。
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引用次数: 3
Book Review: Pathways to Belonging: Contemporary Research in School Belonging 书评:归属之路:学校归属的当代研究
IF 1.4 Q2 Social Sciences Pub Date : 2020-08-01 DOI: 10.1177/1475240920945124
R. Pearce
(Research Informed Teaching), LTN (Learning Through Networks), LTC (Learning Through Cases), LTI (Learning Through Immersion) and MICS (Motivation for Internationalization Curriculum Scale) distract from the book’s main purpose. And a worthwhile purpose it is: to explore and examine effective education. Today, the COVID-19 crisis presents us with alternative (technological) ways of teaching internationally. Together with Jean Francois’ useful glocal education concept introduction, they might well lead to more inclusive approaches to global learning, beyond an outdated global mobility paradigm for a minority of students.
(研究性教学)、LTN(网络学习)、LTC(案例学习)、LTI(沉浸式学习)和MICS(国际化动机课程量表)偏离了本书的主要目的。一个有价值的目的是:探索和检验有效的教育。今天,新冠肺炎危机为我们提供了国际教学的替代(技术)方式。再加上让-弗朗索瓦有用的全球教育概念介绍,它们很可能会为少数学生带来更具包容性的全球学习方法,超越过时的全球流动模式。
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引用次数: 4
Social class and the construction of international mindedness: A comparative study of International Baccalaureate schools in Ecuador 社会阶层与国际意识的建构:厄瓜多尔国际文凭学校的比较研究
IF 1.4 Q2 Social Sciences Pub Date : 2020-08-01 DOI: 10.1177/1475240920954046
Tiago Bittencourt
The purpose of this paper is to examine how students inhabiting distinctive social spaces and experiencing considerably different material realities define, value and problematize the concept of international mindedness. Drawing on a larger multi-sited ethnographic study of two International Baccalaureate schools in Ecuador, the study found that while students from distinct social backgrounds provided similar definitions of what international mindedness entails, they differed notably in what they considered to be the value and potential pitfalls of embodying the concept as a personal disposition. These differences emerged primarily as a result of how students related to their immediate surroundings and the assumptions they made about their future lives. Focusing on students’ constructions of ‘place’ and their imagined futures provides an important insight into how students engage with international mindedness specifically, and the International Baccalaureate more broadly. Furthermore, it attests to why matters related to ‘social class’ deserve a greater degree of scholarly attention.
本文的目的是考察居住在独特的社会空间和经历截然不同的物质现实的学生如何定义、重视和解决国际意识的概念。根据对厄瓜多尔两所国际文凭学校的一项更大规模的多地点民族志研究,该研究发现,尽管来自不同社会背景的学生对国际思想的含义有着相似的定义,但他们在将这一概念作为个人倾向体现的价值和潜在陷阱方面存在显著差异。这些差异主要是由于学生与周围环境的关系以及他们对未来生活的假设。关注学生对“地方”的构建和他们想象中的未来,可以深入了解学生如何融入国际思想,尤其是更广泛的国际文凭。此外,它证明了为什么与“社会阶层”有关的问题值得更大程度的学术关注。
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引用次数: 4
Book Review: Building Global Education with a Local Perspective. An Introduction to Glocal Higher Education 书评:以地方视角构建全球教育。全球高等教育概论
IF 1.4 Q2 Social Sciences Pub Date : 2020-08-01 DOI: 10.1177/1475240920946136
Boris Prickarts
consideration of how racial and ethnic identity, culture, class, sexuality and gender intersect with power and privilege. Though no single road map exists, with practice we can navigate through the discomfort of losing our bearings towards a stance of open listening and being present. The idea of breathing into the moment as a powerful tool for transformation may appear overly simplistic, but Taranath argues that paying attention to ‘details, patterns, and behaviours associated with identity and social advantage’ can lead to more effective action against unjust structures. One of the main strengths of Beyond Guilt Trips is its rare engagement with the fact that building critical thinking through experiential education opens students’ eyes to the heavy weight of new knowledge about the status quo. The author’s frank discussion of the need to counter waves of despair or paralysis is not often considered in literature on developing global citizens or intercultural competencies. Asking each of us to recognise that a world of joy co-exists with a world of suffering is not a Pollyanna platitude but a path to hopeful growth. By illustrating the inclusive framework for thought that the seemingly simple word ‘and’ allows, the author encourages us to embrace complexity: an open conversation navigates between honesty and discomfort; we need to be critical and compassionate when thinking about our ‘do-good’ activities; our global experiences and our local lives can be improved by mindful travel; our unexamined thought processes can be comforting and narrow-minded. Taranath’s writing is keenly informed by years of work in the field of racial equity as an educator, facilitator and speaker. Approachable and honest, her book is a much-needed resource for students and educators looking for a way to listen and learn about questions that need answering, in 2020 in particular. How do histories, policies and attitudes shape each of our lives? How is the inherited web of historical inequalities perpetuated through contemporary systemic inequalities? And how can I better engage with difference while supporting the students I work with to do the same?
考虑种族和民族身份、文化、阶级、性和性别如何与权力和特权相交。虽然不存在单一的路线图,但通过练习,我们可以通过失去方向的不适,走向开放倾听和在场的立场。将呼吸作为变革的有力工具的想法可能看起来过于简单,但Taranath认为,关注“与身份和社会优势相关的细节、模式和行为”可以导致更有效的行动,反对不公正的结构。《超越内疚之旅》的主要优势之一是它罕见地强调了这样一个事实,即通过体验式教育建立批判性思维,让学生看到有关现状的新知识的重要性。作者坦率地讨论了对抗绝望或瘫痪浪潮的必要性,这在关于发展全球公民或跨文化能力的文献中并不经常被考虑。要求我们每个人认识到一个快乐的世界与一个痛苦的世界共存,这不是盲目乐观的陈词滥调,而是一条充满希望的成长之路。通过说明看似简单的“和”这个词所允许的包容性思维框架,作者鼓励我们拥抱复杂性:一场开放的对话在诚实和不适之间导航;当我们思考我们的“做好事”活动时,我们需要批判性和同情心;用心旅行可以改善我们的全球体验和本地生活;我们未经检验的思维过程可能会让人感到安慰和狭隘。Taranath作为一名教育家、促进者和演讲者,多年来在种族平等领域的工作让他的作品充满了敏锐的洞察力。她的书平易近人,诚实,是学生和教育工作者急需的资源,他们正在寻找一种方式来倾听和了解需要回答的问题,特别是在2020年。历史、政策和态度如何塑造我们每个人的生活?历史上的不平等是如何通过当代的系统性不平等而延续的?我怎样才能更好地处理差异,同时支持和我一起工作的学生也这样做?
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引用次数: 0
The practice of choice-making: applying Bourdieu to the field of international schooling 选择的实践:布迪厄在国际教育领域的应用
IF 1.4 Q2 Social Sciences Pub Date : 2020-08-01 DOI: 10.1177/1475240920954045
Lina Khalil, A. Kelly
This paper presents findings from a recent study on choice-making among teachers, school leaders and parents in a for-profit British international school in Kuwait. Using a Bourdieusian field analysis, the choice-making of the various stakeholders is investigated to reveal their positionality within the school’s social space, to examine the resources they hold and the capitals in which they are willing to invest. We find that choices made by, and within, an international school reveal symbolic violence, and a ‘taken-for-granted understanding’ that this form of schooling (British- rather than American-style international schooling) is superior. Participants in the study included teachers, parents, graduating class students and school leaders. Teachers and parents were a representative mix of local (both Arab and non-Arab) and expatriate. The study makes an important contribution to the body of knowledge relating to international schools, in its theoretical framework and its inclusion of the wider stakeholder population, which together generate a deeper understanding of professional practice in the international school context.
本文介绍了最近一项关于科威特一所营利性英国国际学校的教师、学校领导和家长之间的选择研究的结果。利用布尔迪厄场分析,研究了各种利益相关者的选择,以揭示他们在学校社会空间中的地位,检查他们拥有的资源和他们愿意投资的资本。我们发现,国际学校做出的选择,以及在国际学校内部做出的选择,揭示了象征性的暴力,以及一种“理所当然的理解”,即这种形式的学校教育(英式而不是美式的国际学校教育)更优越。这项研究的参与者包括教师、家长、毕业班学生和学校领导。教师和家长是当地(阿拉伯人和非阿拉伯人)和外籍人士的代表性组合。该研究对国际学校相关的知识体系做出了重要贡献,包括其理论框架和更广泛的利益相关者群体,这些共同产生了对国际学校背景下专业实践的更深入理解。
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引用次数: 12
期刊
Journal of Research in International Education
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