国际学校学生(国际)民族认同:一项质的研究

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2019-11-26 DOI:10.1177/1475240919889823
S. Fitzsimons
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引用次数: 6

摘要

随着民族主义和民粹主义言论在公共领域的兴起,围绕国家和国际身份的争论越来越普遍。国际学校数量不断增加,是研究国家和国际身份的宝贵场所,因为它们可以被视为世界各地许多学校日益多样化的代表。本文所述研究的目的是确定在这种背景下接受教育对年轻人的国家和国际身份的影响。该研究的概念框架汇集了与身份相关的各种概念,分为国家身份、跨国身份和世界主义身份。此外,“第三空间”的概念被用来反思协商身份的个性化过程。这项对比利时和塞尔维亚的两所国际学校进行的研究发现,就读国际学校对学生的影响多种多样,一些学生加强了他们的国际认同感,另一些学生则增强了他们的民族归属感。此外,这两所学校的课程和文化促进了身份的等级制度,其中英美身份的价值最高。
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Students’ (Inter)National Identities within International Schools: a Qualitative Study
Debates surrounding national and international identity are becoming increasingly prevalent with the rise of nationalist and populist rhetoric in the public sphere. International schools, which are growing in number, serve as valuable sites for conducting research on national and international identity as they can be viewed as a representation of the increasing diversification of many schools around the world. The aim of the study described in this article is to determine how the national and international identities of young people are influenced by being educated in this context. The conceptual frame of the study brings together a variety of concepts related to identity, categorised under national identity, transnational identity and cosmopolitan identity. In addition, the concept of ‘third space’ is drawn upon to reflect on the individualised process of negotiating identity. The study, undertaken with two international schools in Belgium and Serbia, found that attending an international school influenced students in a variety of ways, with some students strengthening their sense of international identity and others their national affiliation. It also emerged that the curricula and culture of these two schools promoted a hierarchy of identities, with the highest value awarded to Anglo-Western identities.
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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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