The elite nature of International Schooling: a theoretical framework based upon rituals and character formation

Bunnell, Tristan

doi:10.1080/09620214.2020.1789489

Cited by 17 publications

(9 citation statements)

References 41 publications

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“…The extract then describes concisely the various curricular and co-curricular activities in which students in PIS engage, which enable them to inculcate ideas of internationalism as a way of life. In other words, PIS supports the development of international mindedness (Hill, 2012) which has been understood by Bunnell et al ‘as a collectivising and unifying “platform” that acts as a potential binding force, uniting young people with a sense of shared (global) concerns and responsibilities’ (2020: 3). Thus, international mindedness is inculcated in students of PIS through its pedagogy and diverse activities, which include morning assembly on multiple topics encompassing both the local and global, national and international exposure trips, and co-curricular activities.…”

Section: Values and Ethos Of The Schoolmentioning

confidence: 99%

Glocalising Education: Reflections from an International School in Delhi, India

Daw

2024

Jnl of Research in Internatl Education

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This article documents, describes and discusses the dynamics of an international school located in south Delhi, India. It discusses the means and ways via which the international school designs and delivers its curricular and pedagogic content that tend to shape and reinforce an element of ‘internationalism’ among its pupils. The international school form of education primarily embeds teaching and learning processes within the domain of the school as well as outside of it. While the school places enormous emphasis on the concept of ‘global’ or at times even ‘international’ to promote and brand itself, it is deeply rooted to the local and national conditions and cultures as well. This aspect of inter-mixing the global with the local and national is strongly emphasized by the school, whose stakeholders believe that the true spirit of internationalism lies in becoming ‘glocal’ and not simply global. The school as well as parents want their students and children to possess a holistic understanding of the world, and not an exclusive one. Thereby, it can be argued that there is a transition from the much-hyped era of globalisation to one of ‘glocalisation’. Thus, this system of schooling is critically analysed through this article, which centrally argues that the school functions in a manner that enables students’ global compatibility of body and mind, and aims to lend them a competitive edge in the global education and job market.

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Section: Values and Ethos Of The Schoolmentioning

confidence: 99%

Glocalising Education: Reflections from an International School in Delhi, India

Daw

2024

Jnl of Research in Internatl Education

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“…Tradicionalmente asociada a escuelas privadas de élite para expatriados y empleados de empresas transnacionales, la IE ha tendido a diversificar sus formas y su público objetivo, como sugieren diversas investigaciones (Bunnell, 2010(Bunnell, , 2020. En un contexto de expansión educativa y de aumento del número de titulados universitarios, cada vez más familias de clase media buscan programas educativos distintivos.…”

Section: El Bachillerato Internacional En Madrid: La Expansión Silenc...unclassified

“…Por último, la expansión de la IE en las últimas décadas ha ido acompañada de un desplazamiento geográfico (Bunnell, 2020): históricamente dominada por países del norte de Europa y anglosajones, la IE está expandiéndose ahora en el sur de Asia y Oriente Medio. No obstante, el predominio anglosajón no ha desaparecido: Estados Unidos, Canadá, Inglaterra y Australia representaban el 61% de la presencia mundial del BI en 2019, y el inglés es el idioma de enseñanza predominante (Bunnell, 2010).…”

Section: El Bachillerato Internacional En Madrid: La Expansión Silenc...unclassified

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El Bachillerato Internacional en Madrid: La expansión silenciosa de la internacionalización

Curran

Martínez-Novillo

Castejón

2022

EPAA

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La expansión mundial del Bachillerato Internacional (BI) forma parte de una tendencia global de internacionalización de la educación (IE). El programa, sin embargo, adopta distintas formas en distintos contextos nacionales y locales. Este artículo se propone examinar la reciente expansión del BI en Madrid desde la perspectiva de la Economía Política Cultural. Para ello, se basa en entrevistas en profundidad a actores clave, análisis de documentos (legales, técnicos, políticos y mediáticos) y datos cuantitativos secundarios. Madrid ha liderado el crecimiento del BI en España en la última década, aunque esta expansión ha pasado relativamente desapercibida. El artículo muestra que el crecimiento y la penetración de las iniciativas privadas de IE, como el BI, están relacionados con las características sociales y educativas de cada contexto. En particular, los resultados de nuestro trabajo confirman que estos programas tienden a expandirse más intensamente en sistemas educativos descentralizados donde las políticas neoliberales y neoconservadoras fomentan la autonomía, la competencia, la internacionalización y la “excelencia”, como es el caso de Madrid.

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“…This number is widely expected to double in size by 2029 (Fraser, 2019). Being seen ‘previously [at an] academic fringe position’ (Bunnell, 2020), the field of international education is now being viewed as of growing importance and significance. This paper is concerned with what is considered a fundamental aspect of this fast-growing yet still under-reported area of education: the concept of international mindedness (IM).…”

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confidence: 99%

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

Whitmarsh

2022

Jnl of Research in Internatl Education

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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.

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The elite nature of International Schooling: a theoretical framework based upon rituals and character formation

Cited by 17 publications

References 41 publications

Glocalising Education: Reflections from an International School in Delhi, India

Glocalising Education: Reflections from an International School in Delhi, India

El Bachillerato Internacional en Madrid: La expansión silenciosa de la internacionalización

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

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