Elite international schools in the Global South: transnational space, class relationalities and the ‘middling’ international schoolteacher

Tarc, Paul; Tarc, Aparna Mishra

doi:10.1080/01425692.2014.971945

Cited by 83 publications

(51 citation statements)

References 21 publications

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“…Physical Education (PE) and sport has increasingly become a cultural contact zone which may help to decrease the social problems for students with different cultural background. (Pratt 1992;Tarc & Tarc 2015). PE may be less stressful for both teachers and students which makes easier to homogenize the classroom (Sparkes, Templin, & Schempp, 1993;Thevenard, Haddock, Phillips, & Reddish, 2009;Tinning, McCuaig, & Hunter, 2006).…”

Section: Introductionmentioning

confidence: 99%

Impact of Physical Education Lesson on Adaptation of Syrian Refugee School Age Children in Turkey

Dündar¹

2019

WJE

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The article mainly focuses on the relationship between the physical education (PE) lesson and Syrian refugeestudents (SRS), who have been enrolled in public schools in Adiyaman/Turkey. The study investigates how PEcontributes to the adaptation of SRS and which parameters are more effective on reducing the traumas which comewith immigration. The data collected from public schools where the SRS are highly enrolled. 20 closed endedquestions were asked to 50 PE teachers and it has been concluded that the PE has a considerable effect on theadaptation processes of SRS.

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Section: Introductionmentioning

confidence: 99%

Impact of Physical Education Lesson on Adaptation of Syrian Refugee School Age Children in Turkey

Dündar¹

2019

WJE

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“…Traditionally, international schools cater to a diverse student population, offering internationallyrecognized diplomas-most prominent among these is International Baccalaureate (IB) of the International Baccalaureate organization (IBO) (Tarc & Tarc, 2015). In practice, however, a huge variety of international schools with different underlying aims serve different clienteles (Bates, 2012;Tamatea, Hardy, & Ninnes, 2008).…”

Section: Global Citizenship Education In International Schoolsmentioning

confidence: 99%

“…International schools present a unique context for GCE, since they are not required to foster any particular sense of national identification among their students. These schools often incorporate the development of global-mindedness or global citizenship into their mission statements, implying that they prepare their students to become members of a global society instead of or in addition to identifying with a specific nation (Doherty, 2009;Hayden & Wong, 1997;Tarc & Tarc, 2015). Indeed, the high diversity within the student body in many international schools requires that the schools help their students mediate between their multiple identities (those forged at home and those developed within the school) (Resnik, 2016), thereby placing international schools in a role similar to that of schools in multicultural societies, which are also required to mediate a plethora of identities (Banks, 2008).…”

Section: Global Citizenship Education In International Schoolsmentioning

confidence: 99%

Students’ perceptions of global citizenship at a local and an international school in Israel

Yemini

Furstenburg

2018

Cambridge Journal of Education

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This article reports on a comparative study revealing students' perceptions and conceptualizations of global citizenship in two different educational settings in Israel, a country facing long lasting violent conflict between Jewish Israelis and Palestinians. Jewish Israeli students attending a public Israeli school and students at an international school located in Israel catering to a Jewish, Palestinian, and international clientele participated in this explorative qualitative study, which involved in-depth interviews and focus groups with students from both a local and an international school. Four major themes emerged through our analysis: (1) inclusion and exclusion criteria for the term 'global citizen'; (2) the tensions between the different dimensions of global citizenship; (3) schools' agency in educating towards global citizenship; and (4) the role of global citizenship in conflict resolution. The main contribution of this study lies in its comparative perspective that enables us to discern the different impacts of the Israeli context on the perceptions of global citizenship in different types of schools.

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“…There is a need for schools to pay greater attention to the relationships and social networks that young people have and perceive these young people as individuals with future possibilities (Arshad 2012: 206). I would position international school teachers in the 'middle of these interactions' (Tarc and Tarc 2015: 34).…”

Section: Professional Relevance To International Education and Implicmentioning

confidence: 99%

An investigation into how a globalised lifestyle, international capital and an international schooling experience influence the identities and aspirations of young people

Young

2017

Jnl of Research in Internatl Education

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This research project focussed on the aspirations and identities of students in an international school in Belgium. Aspirations are framed and formed by both macrolevel factors such as social and international capital and schooling and micro-level factors such as well-being, identity, agency, relationships and motivation: in short, via the interaction and interrelationship of self and social context. The originality of this work is in its emphasis on students' own perceptions of the influences on their aspirations, within the geographical space of Belgium and the social sub-culture of a fluid, semi-transient international social context and a local student population. The study explains, from the students' viewpoint, the factors which affect the aspirations of a privileged group of young people. This research indicates convincingly that socioeconomic background and international capital are crucial factors framing and influencing young people's expectations and aspirations. This study also shows us that home is not bound by space and mobility does not limit the participants' sense of selfworth. Also, transience does not threaten nor hinder their stable sense of identity as their relationships with family and friends are strong and bounded by trust. In the worlds of these 'third' and 'fourth' culture young people, identities are not at all 'fragmented', as has been previously claimed. Additionally, the participants are very similar due to their privilege, are not naïve about their own advantage and are not 'blinkered' by their position. These findings could be of great interest to those working in an international school context. This study might help schools maximise on the international experiences of students to reflect on their global citizenship and altruism. This project has the possibility to help international school educators, who are active players in this culturally complex field better support young people in their process of identity formation in a global society.

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Elite international schools in the Global South: transnational space, class relationalities and the ‘middling’ international schoolteacher

Cited by 83 publications

References 21 publications

Impact of Physical Education Lesson on Adaptation of Syrian Refugee School Age Children in Turkey

Impact of Physical Education Lesson on Adaptation of Syrian Refugee School Age Children in Turkey

Students’ perceptions of global citizenship at a local and an international school in Israel

An investigation into how a globalised lifestyle, international capital and an international schooling experience influence the identities and aspirations of young people

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