Becoming International: On Symbolic Capital, Conversion and Privilege

Basaran, Tugba; Olsson, Christian

doi:10.1177/0305829817739636

Cited by 39 publications

(22 citation statements)

References 9 publications

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“…There is an argument for saying that the process of developing the ‘Internationally-Minded School’ offers a potential platform for class-formation. Indeed it is suggested (Basaran and Olssen, 2018 p.98) that the concept of being ‘International’ could offer prestige, and symbolic value:‘Becoming international (internationalisation), we observe, is a strategy for social positioning, a means of upward social mobility: students seek to internationalise their studies, and professionals internationalise their curriculum vitae, careers and social networks.’…”

Section: Taking the Issue Furthermentioning

confidence: 88%

Developing and institutionalising the ‘Internationally-Minded School’: The role of the ‘Numerous Fs’

Bunnell

2019

Jnl of Research in Internatl Education

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The concept and theory of ‘international-mindedness’ has been much discussed and debated in recent years. The conceptualising of the character of ‘international-mindedness’ as practised by schools has begun to attract some scholarly attention, but one especially under-theorised aspect involves the often-derided ‘Several Fs’, or sometimes ‘Five Fs’ (flags, festivals, food etc.). This paper aims to give credibility and importance to the day-to-day aspects of the ‘Several Fs’, and draws attention to the broader range of activity, identifying upwards of 15 ‘Fs’ in practice. The broader framework of these ‘Numerous Fs’ is then placed at the centre of identifying the nature and form of the school, as a deliverer of ‘international mindedness’. In a ‘low-culture context’, where collective identity is undermined by transient and relatively distanced stakeholders, the ‘Numerous Fs’ can be viewed as acting as significant ‘purveyors of organisational identity’. At another level, the ‘Numerous Fs’ give considerable legitimacy to a school’s claim to be ‘internationally-minded’, acting as ‘carriers of institutionalisation’. Put simply, they give the school a distinct set of norms, activities, artefacts and routines, characterising it as a specific type of educational institution. As well as acting as practical everyday tools for developing the ‘internationally-minded school’, they arguably help to give the school a considerable degree of legitimacy both as an organisation, and as an institution.

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Section: Taking the Issue Furthermentioning

confidence: 88%

Developing and institutionalising the ‘Internationally-Minded School’: The role of the ‘Numerous Fs’

Bunnell

2019

Jnl of Research in Internatl Education

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“…An entirely new era/epoch of activity has occurred, undermining and questioning the previous image and identity of role, and potentially de-stabilising the continuous growth. The enormous growth statistics disguise the fact that the role of International Schooling is rapidly and radically changing towards increasingly serving, within a commercially-driven paradigm, a market of locally-based clients seeking a competitive edge and distinction, lured by the appeal of the label "International" (Basaran & Olsson, 2018). It is well-established that at least 80% of children are now "locals", a complete reversal from the 1990s (Brummitt & Keeling, 2013).…”

Section: The Changing Nature and Charactermentioning

confidence: 99%

“…Further, an interconnected critical view has emerged that in order to "speed up" educational reform, many nation-states have looked around to "borrow ideas that work" (Lewis, 2017), an extension of "policy-borrowing" (Phillips & Ochs, 2003). Such "silver bullet" solutions, identified by Ball (1998) as "magic educational big policy", are often now seen as involving a process of "reform first and ask questions later" (Lewis & Hogan, 2019).…”

Section: The Notion Of "Policy By Stealth"mentioning

confidence: 99%

The crypto-growth of “International Schooling”: emergent issues and implications

Bunnell

2021

Educational Review

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The diverse arena of International Schooling concerned with schools delivering a non-local curriculum in English largely outside an Englishspeaking nation, has grown enormously during the current wave of globalisation. Traditionally, the arena of "International Schools" played an intended ideological and pragmatic role, albeit in a rather discrete and peripheral manner which in practice facilitated an exclusive schooling experience for a limited and already privileged transnational elite clientele. Its growing appeal and access to a wider, localised clientele is now a key source of tension. A period of fast-paced, reactionary policy-making in areas such as China, Malaysia, Myanmar, Vietnam, and Qatar, has quickly and rather quietly ushered in a new, diverse provision of private international schooling, supported by a complex global package of commercially-driven support-agencies and backed by private equity. Further, a body of state-backed "Public International Schools" are discretely beginning to appear, offering an entirely new arena of activity. Moreover, there is evidence that much of this is occurring without national debate or awareness, creating a newer and more complex form of "crypto-growth". The arena of International Schools now competes directly within the national sphere of education, raising both their political profile and critical discussion about their emergent purpose and intentions. The role now seems much more blurred and problematic, and tensions are beginning to appear at a local and national level adding to the sense of insecurity and precarity.

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“…] [W]e are faced with acts of categorization; the etymology of the word "category"from categoreinmeans publicly accusing, even insulting; state categorein publicly accuses with public authority' (Bourdieu 2015, 11). The accusation is construed as being pronounced from a neutral and objective space: a general perspective on all particular perspectives, a godly perspective (Basaran and Olsson 2018). Being public, universal, and official, it has nothing to do with a personal insult.…”

Section: Of Practice Theories and Floating Signifiersmentioning

confidence: 99%

Can’t live with them, can’t live without them: ‘the enemy’ as object of controversy in contemporary Western wars

Olsson

2019

Critical Military Studies

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An authenticated document published in 2008 by Wikileaks and entitled 'NATO in Afghanistan: master narrative' implicitly makes clear that the 'enemy' should never be recognized as an enemy of NATO by its personnel. This is the point of departure of this article, dealing with the different and partly incompatible uses of the notion of the enemy by (in particular) politicians and the military in contemporary Western conflicts. In this paper I do not give an a priori meaning to the signifier 'enemy'. I am here interested in the consequences of the loss of previously institutionalized and official definitions of the enemy and the resulting relative avoidance of the term in contemporary wars. At the same time I show how this loss of meaning allows for the cohabitation of widely divergent usages of the term by distinct state-professionals (politicians, diplomats, military leaders, international lawyers.. .). These uses are at the same time logically incompatible but pragmatically complementary. I hence highlight that the absence of a clear understanding of what enmity implies has become an asset in contemporary unrecognized 'asymmetric wars'. This confusion around the word 'enemy' enables these actors to speak different languages to different people and to engage in 'wars against enemies' while presenting them as 'police operations against criminals'.

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Becoming International: On Symbolic Capital, Conversion and Privilege

Cited by 39 publications

References 9 publications

Developing and institutionalising the ‘Internationally-Minded School’: The role of the ‘Numerous Fs’

Developing and institutionalising the ‘Internationally-Minded School’: The role of the ‘Numerous Fs’

The crypto-growth of “International Schooling”: emergent issues and implications

Can’t live with them, can’t live without them: ‘the enemy’ as object of controversy in contemporary Western wars

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