Framing the map of international education (1969-1998)

Abstract

English Considering the period 1969-1998 and then building upon the detailed examination of research documents in the period 1893-1969 in two previous articles, this article seeks to complete consideration of how international education has been defined over the course of a century. Utilizing a matrix involving the concepts of international understanding and world citizenship, the article then seeks to place the major research figures of that century within a suggested framework. French En se concentrant sur la période allant de 1969 à 1998 et en se basant sur deux articles précédemment publiés qui examinaient en détail les travaux de recherche effectués entre 1893 et 1969, cet article tente de compléter l'examen des façons dont l'éducation internationale a été définie au cours d'un siècle. En utilisant un tableau comprenant les concepts de compréhension internationale et de citoyenneté mondiale, cet article tente de placer les principaux chercheurs de cette période dans un cadre suggéré. Spanish Este artículo intenta completar el análisis de las formas en que se ha definido a la educación internacional durante más de un siglo, considerando el período 1969-1998, y basándose en dos artículos anteriores que examinaron detalladamente los trabajos de investigación llevados a cabo entre 1893 y 1969. Se ha construido una matriz-marco con dos conceptos principales: entendimiento internacional y civismo global, y se ha ubicado en este marco a las figuras más destacadas en el terreno de la investigación durante el período estudiado.

The Development of Rubrics to Measure Undergraduate Students' Global Awareness and Global Perspective: A Validity Study

“…The history of the development of international education is marked by the evolution of two distinct approaches to the field: education for international understanding and education for world citizenship (Sylvester, 2002;Sylvester, 2003;Sylvester, 2005). This is evidenced by the definition for the subject heading international education as "works on education for international understanding; world citizenship, etc.…”

Undergraduate Students’ Perceptions of Study Abroad and Their Level of Achievement of Global Learning Outcomes

“…The ongoing belief is that said students would fit in an ever changing, international arena, where collaboration is the order of the day (Braskamp, 2010;Daneyshar, 2011;Gaudelli, 2003;Hobbs & Chernotsky, 2007;Suárez-Orozco & Sattin, 2007;Sylvester, 2005;Hunter, White, & Godbey, 2006). The following sections will address the concepts of global learning/education, citizenship, and perspectives.…”

“…The national tendency has been to primarily react politically and economically to global events, while gradually shifting and drafting educational policies to also address perceived needs and shortcomings (Kenworthy, 1951;Sylvester, 2005). Examples of worldwide activities leading to major changes in the education sector include immigration waves into the U.S., the Soviet Union launching Sputnik, economic competition from Asian and European countries, wars, and terrorist acts.…”

“…However, as times have brought paradigmatic shifts in academic thinking, far more common (and appropriate for this study) terminology has surfaced to replace internationalization, with concepts such as globalization, global learning, and education for global citizenship (Hobbs & Chernotsky, 2007;Suárez-Orozco & Sattin, 2007;Sylvester, 2003Sylvester, , 2005.…”

“…Whereas internationalization began as an important process for students to develop a better understanding of the world surrounding them (Sylvester, 2005), global education introduced the common goal of developing global citizens. This meant that students had to move beyond understanding, and into areas that could be readily assessed in the classroom, and included developing skills in awareness, perspective, and engagement (Doscher, 2012).…”