Being International: Student and teacher perceptions from international schools

Hayden, Mary; Rancic, B. A.; Thompson, Jeff

doi:10.1080/030549800103890

Cited by 99 publications

(79 citation statements)

References 6 publications

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“…'international-mindedness', 'open-mindedness', 'second language competence% 'flexibility of thinking', 'tolerance' and 'respect for others. ' (Hayden et al 2000). The authors reported that the majority of students and teachers agreed on a definition which emphasised multi or bilingual competence, open-mindedness and cultural inclusivity.…”

Section: School Cmentioning

confidence: 99%

“…She is concerned Cý about her daughter missing out on American history but understands the school must consider more than one culture and she discussed the dilemma in deciding which system and content to follow (Hayden et aL 2000 they have people ftom all over the world so there has to be that focus where you are not going to learn about US presidents because people fron? Korea and Britain don't care about US president' history (7aughs) so it has to be very different týpe of learningfor that and it has to befair (R I a)…”

Section: Parents' and Students9 Expectationsmentioning

confidence: 99%

“…The second aim of the 1130, that of promoting internationalism, is more difficult to measure (Hayden et aL 2000and Hinrichs 2003. A recently introduced initiative by the 1130 is the 'Learner Profile' (see Appendix 4) across the three programmes which is intended to personify what it means to be 'intemational-minded'.…”

Section: The Features Of the Ibomentioning

confidence: 99%

“…Researchers have crideavoured to illuminate and evaluate the deliberate ideological drive of the International Baccalaureate Organisation (IBO) towards promoting internationalism and creating global citizens (Hayden, Rancic and Thompson 2000, Philips 2002, Drake 2004, Fail, Thompson and Walker 2004. Attempts have also been made to understand how internationalism has impacted on international school students (Bell 1997, Pollock and Van Reken 1999, Fail et aL 2004, the influence of globalisation on international schools (Cambridge 2002a, Bottery 2006, perceptions of internationalism (Hinrichs 2003, Hayden et al 2000, Hayden, Thompson and Williams 2003, Fail et aL 2004 the specific learning challenges for highly mobile children (Kusuma-Powell 2004), reasons for'parents' selection of international schools (MacKenzie, Hayden and Thompson 2003, Potter and Hayden Through the use of grounded theory (Glaser and Straus 1967) and ethnographic interview methodology (Spradley 1979) I was interested in uncovering parents' and students' perceptions of their international school experience so I could use the increased understanding to benefit future practice. Relatively little is known of the perspectives of international students and parents, and given the rapid increase in international schools, and the huge numbers who may be impacted in future years, more research is clearly needed.…”

Section: The Research Problemmentioning

confidence: 99%

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An Ethnographic Investigation of Students' and Parents' Perceptions of their International School Experiences

Harrington

2009

Jnl of Research in Internatl Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source• a link is made to the metadata record in Durham E-Theses• the full-text is not changed in any wayThe full-text must not be sold in any format or medium without the formal permission of the copyright holders. This thesis uses ethnographic interviews to investigate students' and parents' perceptions of an isolated international school in China and their life in the Test International School (TIS) expatriate community (TIS is a pseudonym).Due to the highly mobile and transient nature of the school population being researched, an ethnographic interview (Spradley 1979) process has been used. A group of five parents and eight international school students were interviewed several times during a six month period (a combined total of 36 interviews) in an attempt to locate their theories of education, their perceptions of life at international school and the expatriate community, and their understanding of the relative benefits/disadvantages of international life compared to their home countries.The purpose of this research is to increase understanding of how parents and students perceive international school education and how their lives in the isolated expatriate school community affects their views and attitudes. Expatriate relocation can be demanding and though multilingual and multicultural challenges can provide enriching experiences, they can also contribute to the stresses of overseas life. It is hoped that the exploration of participants' stories will facilitate deeper understanding of the complexity of mobile expatriate life so that current teaching practices can be improved.We can see from the data many positive aspects of an international school experience, however the findings also indicate the prevalence of a passive form of cultural conflict at TIS international school, most visible between the Korean and non-Korean groups, as well as a 'bubble effect' as expatriates living in compounds become isolated from the local community, which in some cases is seen to be responsible for developing strong negative attitudes towards the host population. These two phenomena threaten the ideals of internationalism which international schools seek to promote.

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Section: School Cmentioning

confidence: 99%

Section: Parents' and Students9 Expectationsmentioning

confidence: 99%

Section: The Features Of the Ibomentioning

confidence: 99%

Section: The Research Problemmentioning

confidence: 99%

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An Ethnographic Investigation of Students' and Parents' Perceptions of their International School Experiences

Harrington

2009

Jnl of Research in Internatl Education

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“…Cosmopolitan habitus also tends to foster a global outlook whereby individuals work to understand their realities and experiences from a global, rather than local, perspective. This engenders mental and physical flexibility that encourages fluid/ hybrid identities and promotes a sense of not being tied to any geographical or ethnic location (Giddens 1991;Hayden et al 2000).…”

Section: Onward Migration and Cosmopolitan Habitusmentioning

confidence: 99%

The onward migration of North Korean refugees to Australia: in search of cosmopolitan habitus

Jung

Dalton

2017

CCS Journal

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Based on assumed common ethnicity, language and culture, South Korea is believed to be the best country for North Korean defectors to restart their lives. This is, however, not necessarily the case. Since the mid-2000s, 2000 to 3000 North Koreans have allegedly settled in the UK, Canada, the US, Australia and EU countries. Despite this trend and its broader implications, the onward migration process of North Korean refugees, together with their motivations and lived experiences, remain poorly addressed in academic research. Drawing from the unique experience of North Korean refugees’ onward movement to Australia, the paper suggests that discarding a North Korean identity and habitus and gaining cosmopolitan habitus are the main reasons behind North Korean defectors’ onward migration. The paper is the first empirical study on North Korean refugees resettled in Australia to adopt habitus as a theoretical framework, and thus provides new insight into migration studies.

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Figures of the global: Mobility journeys of international school pupils

Cranston

2020

Population Space and Place

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Existing accounts of global youth mobility frame this as an experience that is out of ordinary, through which young people acquire social and cultural capital. This paper focuses instead on how young people in international schools in England understand their experiences of global mobility. It utilises an innovative methodology where participants were asked to design cartoons about global citizenship. Bringing together literatures on journeys and becomings, the paper examines how the global is represented by young people in the cartoons through scenes and characters. By looking at how the characters interact with scenes and other characters, the paper argues that these act as representations of space–time in international school pupils' global mobility journeys. Through this, the paper demonstrates how this group of mobile young people represent global mobility as a normal experience, which raises wider geographical questions about the intersections between youth and mobility.

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Being International: Student and teacher perceptions from international schools

Cited by 99 publications

References 6 publications

An Ethnographic Investigation of Students' and Parents' Perceptions of their International School Experiences

An Ethnographic Investigation of Students' and Parents' Perceptions of their International School Experiences

The onward migration of North Korean refugees to Australia: in search of cosmopolitan habitus

Figures of the global: Mobility journeys of international school pupils

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