No abstract

A problem with the construction of an inclusive definition of international education is that the word 'international' has a variety of connotations. It is proposed that the term 'international education' is ambiguous because it appears to refer to contrasting usages in educational studies. International education is frequently discussed in the context of the related field of comparative education, but a different sense of the term has also developed in the context of the theory and practice of education in international schools and other institutions. This paper compares and contrasts the different usages of the term 'international education'. It also discusses internationalism and globalization as contexts for international education, as practised in international schools and other institutions, particularly with reference to the history and programmes of the International Baccalaureate Organization (IBO).

No abstract

No abstract

This article is based on a multiple case study which examines the lives of a group of 11 former international school students who all attended an international school between 20 and 50 years ago. The research design was based on a review of the literature on third culture kids and adult third culture kids, covering emotional and relational issues such as sense of belonging, identity and the nature of relationships formed. Data were gathered through both postal questionnaires and indepth interviews and multi-dimensional pictures of the lives of the former international students have been generated. Links between the literature and personal experiences are explored.