国际学校与去全球化:探索 Covid-19 危机期间的紧张局势

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2024-04-02 DOI:10.1177/14752409241241533
Lucy Bailey, Mark T Gibson
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引用次数: 0

摘要

本文探讨了与国际教育相关的去全球化理论。通过对 Covid-19 危机期间国际学校领导层的描述,描绘了国际期望与本地化现实之间的紧张关系,大流行病的经历破坏了国际主义的四个核心原则。本文认为,Covid-19 危机表面上是一个单一的全球性事件,但却导致了国际教育的分裂;大流行病固有的本地化物质影响破坏了统一的国际主义概念。国际学校的领导者在讲述如何领导学校渡过疫情时,重点强调了他们的学校是支离破碎的、根深蒂固的、享有特权的和孤立的,而不是统一的、超越的、包容的和联系的国际主义。我们认为,这场国际危机表明了国际学校教育所固有的全球空间化的不稳定性。
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International Schools and De-globalisation: Exploring the tensions during the Covid-19 crisis
This paper explores the thesis of de-globalisation in relation to international education. Through interrogating accounts of international school leadership during the Covid-19 crisis, the tension between international expectations and localised realities is charted, with four central tenets of internationalism undermined by the pandemic experience. It is argued that the Covid-19 crisis, ostensibly a single global event, resulted in the fractalisation of international education; the conceptualisation of unified internationalism was undermined by the inherently localised material effects of the pandemic. In place of an internationalism that is unified, transcendent, inclusive and connected, international school leaders’ accounts of leading through the pandemic focused on their sense that their schools were fractured, rooted, privileged and isolated. It is suggested that this international crisis demonstrates the precarious nature of the respatialising of the global that is intrinsic to international schooling.
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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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