{"title":"国际学校学生(国际)民族认同:一项质的研究","authors":"S. Fitzsimons","doi":"10.1177/1475240919889823","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240919889823","citationCount":"6","resultStr":"{\"title\":\"Students’ (Inter)National Identities within International Schools: a Qualitative Study\",\"authors\":\"S. Fitzsimons\",\"doi\":\"10.1177/1475240919889823\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":45854,\"journal\":{\"name\":\"Journal of Research in International Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2019-11-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/1475240919889823\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in International Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/1475240919889823\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in International Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/1475240919889823","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.