Changing Spaces—The Reshaping of (Elite) Education Through Internationalisation

Maxwell, Claire

doi:10.1007/978-3-319-59966-3_21

Cited by 21 publications

(18 citation statements)

References 48 publications

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“…How do educators and educational institutions interact with this dominant social group and respond to their articulated values and desires? How do the reimaginings of education and desired futures promoted by the GMCs shape the wants and needs of local populations in terms of curricula provision, the kinds of relations that are fostered between various members of the school community, demands for particular educational credentials, and the kinds of knowledges and skills that are promoted (Maxwell 2018). In the next sections, we offer some suggestions for the ways the presence of the GMC is reshaping education provision and specifically citizenship education.…”

Section: The Encroachment Of the Global Middle Classes Within Local Ementioning

confidence: 99%

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

Maxwell¹,

Yemini²

2020

The Palgrave Handbook of Citizenship and Education

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This chapter examines the intersections between a growing "global middle class," their emplacement within national education systems, and subsequent changes within provision of education due to the emergence of this new prominent social group. We begin with an analysis of the discourses that call forth notions of global citizenship and global citizenship educationconcepts often associated with both the experiences and needs of the global middle classes. We then examine how the growing presence of global middle-class students and their families across educational contexts may be shaping the provision of education and potentially altering its intended purposes in some cases. This argument is illustrated by a M. Yemini (*)

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Section: The Encroachment Of the Global Middle Classes Within Local Ementioning

confidence: 99%

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

Maxwell¹,

Yemini²

2020

The Palgrave Handbook of Citizenship and Education

Self Cite

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“…Since the emergence of the prototypical International Baccalaureate Diploma in schools for expatriate populations and then the spread of its Diploma programme as a curriculum of choice for the academically advantaged and middle class (Doherty et al , 2012), internationalisation of the school curriculum has typically been regarded as the privilege of elites (Maxwell, 2018). By providing cosmopolitan capitals (Weenink, 2008) such curricula have sought to distinguish their graduates in terms of their preparation and aspiration for more mobile futures and global competition (Doherty et al , 2009).…”

Section: Contextmentioning

confidence: 99%

A counter‐narrative of curriculum enrichment in performative times

Livingston

Doherty

2020

The Curriculum Journal

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Political pressures to improve schooling outcomes have typically narrowed the curriculum to that which can be measured. We explore the counter‐narrative of efforts to enrich curriculum with learning, which is difficult to measure but nevertheless valued, through a study of British Council programmes offered in Scottish schools to support curricular internationalisation. These programmes exemplify a growing number of programmes provided by external organisations to enrich official school curriculum. However, the contemporary focus on performative targets means that such hosted programmes need to argue their relevance in terms of measurable curricular outcomes. We draw on an empirical project involving semi‐structured interviews with school leaders and focus groups with teachers in Scottish schools. The research is conceptualised through Bernstein’s theory of the classification and framing of knowledge, and distinction between visible and invisible pedagogies. Analysis of two schools’ enactment of such curricular enrichment explores how programmes ostensibly cultivating international education and global citizenship are ultimately assessed and defended through their contribution to other curricular outcomes. This counter‐narrative of curricular enrichment in performative times asks whether such efforts to measure the ineffable defeat the object of the exercise, to highlight how overly simplistic measures of curricular learning can distort what matters.

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“…With regard to identity, the literature on these global professionals has suggested they experience fluidity in their relationship to the concepts of 'home' and 'belonging', and are likely to maintain multifarious ties with their countries of origin, new countries of residence, and via their professional and social networks (Ball & Nikita, 2014). The concept of "global citizenship" has emerged as one that could describe an alternative identity mode for these individuals and their families which replaces notions of national citizenship with something more global in scope (Goren & Yemini, 2016;Goren & Yemini, 2017a;c). Some scholars describe mobile individuals as cosmopolitan, who hold no strong ties to a specific place or nation (Andreotti, Le Galès, Fuentes, & Javier, 2013).…”

Section: The Encroachment Of the Global Middle Classes Within Local Ementioning

confidence: 99%

“…How do educators and educational institutions interact with this dominant social group and respond to their articulated values and desires? How do the re-imaginings of education and desired futures promoted by the GMCs shape the wants and needs of local populations in terms of curricula provision, the kinds of relations that are fostered between various members of the school community, demands for particular educational credentials and the kinds of knowledges and skills that are promoted (Maxwell, 2018). In the next sections we offer some suggestions for the ways the presence of the GMC is re-shaping education provision, and specifically citizenship education.…”

Section: The Encroachment Of the Global Middle Classes Within Local Ementioning

confidence: 99%

“…London: Palgrave MacMillan. nature and character of the global citizenship education that is delivered which might directly or inadvertently be re-enforcing existing power relations at the local, national and global levels. Maxwell (2018) argues that the internationalization of education now flows well beyond the fencedoff domains of elite private schooling, affecting national and local education spaces.…”

Section: International Baccalaureate (Ib)mentioning

confidence: 99%

See 1 more Smart Citation

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

Yemini¹,

Maxwell²

2018

The Palgrave Handbook of Citizenship and Education

Self Cite

View full text Add to dashboard Cite

This chapter examines the intersections between a growing 'global middle class', their emplacement within national education systems and subsequent changes within provision of education due to the emergence of this new prominent social group. We begin with an analysis of the discourses that call forth notions of global citizenship and global citizenship education-concepts often associated with both the experiences and needs of the global middle classes. We then examine how the growing presence of global middle class students and their families across educational contexts may be shaping the provision of education and potentially altering its intended purposes in some cases. This argument is illustrated by a discussion focusing on the increasing prominence of International Baccalaureate programs worldwide, the integration of cosmopolitan values in local curricula, and a consideration of how mobilities reshape the imaginaries of future destinations.

show abstract

Changing Spaces—The Reshaping of (Elite) Education Through Internationalisation

Cited by 21 publications

References 48 publications

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

A counter‐narrative of curriculum enrichment in performative times

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

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