Fields, Habitus and the International Baccalaureate’s Interpretation of International Mindedness

Abstract

International Mindedness (IM) is recognised as being a key component of an international education (Hill, 2015). However, IM is also acknowledged as an ‘under-reported and under-researched aspect of elite [international] education’ (Bunnell et al, 2020). This has led to the concept being described as ‘enigmatic and under-defined’ by researchers (Poole, 2017) and ‘fuzzy’ by practitioners (Barratt-Hacking et al, 2016: 38). This paper will attempt to conceptualise IM by drawing on Pierre Bourdieu’s theories of fields and habitus. It will show that IM can not only be thought of in terms of a specific habitus but that the International Baccalaureate (IB) and the schools that offer International Baccalaureate programmes can, and do, also play a significant role in creating the field (and subsequent structures within the field) in which IM can take root in students. The data and analysis in this paper are taken from a more substantial, recent, mixed-methods case study focusing on IM. The case study was conducted in a Chinese IB international school (of the type described by Poole, 2019: catering largely for Chinese students) on the Chinese mainland that offers the International Baccalaureate Primary Years Programme, Middle Years Programme and Diploma Programme. It is a private fee-paying school, which accepts students mainly from the local but also from the expatriate community.

Perspective Chapter: Teacher Education in a Multicultural Globalizing World – Field-Based Reflections

“…One example of such an international curriculum is the international baccalaureate, which was an academic program thought to be able to promote peace and coexistence [29]. It was first founded in Geneva, Switzerland, in 1968 and provides an international curriculum for thousands of schools across the globe [32]. Based on the above account of the origins of international mindedness within international schools, it sounds like the view of international education as cross-bordering educational institutions is quite limiting and narrow since the curriculum itself might be national rather than international.…”

“…• Curiosity and interest in the world: Haywood [33]; Singh and Qi [9]; and Whitmarsh [32] • Global engagement: Syeda [34] and Wasner [8] • Open-mindedness: Whitmarsh [32] • Reflectiveness: Whitmarsh [32] • Communication: Whitmarsh [32] Operationally and in view of these features, international mindedness is an attitude of openness toward, interest in, curiosity about, and engagement with the world and its international issues and concerns. One concluding remark here is that international mindedness can be seen as a continuum as not all people (or teachers) are internationally minded similarly; some will adopt certain of the above features, while others will simply consider them based on parameters of personal background, experiences, and conceptions.…”