International Education's Internationalism: Inspirations from Cosmopolitanism

Gunesch, Konrad

doi:10.4135/9781848607866.n9

Cited by 11 publications

(14 citation statements)

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“…In addition, it can be challenging for schools to develop – not least because of the emotions and controversy it can evoke. It is acknowledged that ‘there is no single coherent picture of … “international-mindedness” within the individual that, presumably, international education aims to develop’ (Gunesch, 2007: 90).…”

Section: International Mindedness (Im)mentioning

confidence: 99%

International Mindedness in Practice: The Evidence from International Baccalaureate Schools

Hacking

Blackmore

Bullock

et al. 2018

Jnl of Research in Internatl Education

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International Mindedness is an overarching construct related to multilingualism, intercultural understanding and global engagement (Hill, 2012). The concept is central to the International Baccalaureate (IB) and sits at the heart of its education policies and programmes. The aim of this research study was to examine systematically how schools offering International Baccalaureate programmes (so-called IB World Schools) conceptualise, develop, assess and evaluate International Mindedness (IM), and to understand related challenges and problems, with a view to improving practice in schools. Nine case study schools, identified as being strongly engaged with IM, were selected for in-depth scrutiny of their practice and thinking related to IM. Conclusions from this study will also inform on-going debate on other similar global initiatives.

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Section: International Mindedness (Im)mentioning

confidence: 99%

International Mindedness in Practice: The Evidence from International Baccalaureate Schools

Hacking

Blackmore

Bullock

et al. 2018

Jnl of Research in Internatl Education

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“…First, Australia, including its tertiary education sector, has increasingly been exposed to globalisation (Australian Education International, 2009), and placeresponsive outdoor environmental education units are recommended for study abroad students as a way of experiencing Australia (Monash University, 2010a). Second, study abroad students can be seen as an example of postmodern cosmopolitan beings who do not belong to one place but globally move across borders, physically and imaginatively (Gunesch, 2007;Rizvi, 2005). Considering our current mobility (Urry, 2007), study abroad students' place experience is informative as an archetype (Weber, 2002) for a deeper consideration also of "local" students' place experience.…”

Section: Introductionmentioning

confidence: 99%

Experiencing Beach in Australia: Study Abroad Students' Perspectives

Nakagawa

Payne

2011

Aust. J. environ. educ.

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AbstractThe current “Australian-ness” of outdoor environmental education is an evolving “set” of socio-cultural constructions. These constructions can be interpreted within the circumstances of an empirical study of tertiary study abroad students' participation in an undergraduate semester long unit “Experiencing the Australian Landscape” (EAL) as an ambivalent mixture of belonging and beach, or solidity and fuidity. This ambivalence imparts various meanings within and about the Australian context of beach as a “place”. The study is based on an interpretive mixed method ethnographic and phenomenological small-scale case study. It fnds that the beach experience is infuenced by various social discourses, such as neocolonialism, individualism and mobility. Participants experienced the beach in a fuid sense of non-belonging, despite the EAL intention of fostering a place-responsive pedagogy. In order to understand their experience and its alleged link to an enhanced environmental awareness, an embodied dialectic descriptive interpretation of place experience is suggested.

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“…Gunesch argues, as others have, that internationalism as it is currently used, is no longer fit for purpose and that scholars must transcend the idea of internationalism being based solely on interactions between nation-states by looking to broader definitions connected to ideas of cosmopolitanism. 25 Likewise, globalisation is about cultural uniformity or heterogeneity as opposed to the constructed cultural diversity of cosmopolitanism. Cosmopolitan cultural capital, or cosmopolitanism, achieves the kind of open-ended utility that a historian of upper middle class and elite education requires, especially if married to transnational patterns and flows rather than an 'international' education.…”

Section: Women and Powermentioning

confidence: 99%

Education and Empowerment: Cosmopolitan Education and Irish Women in the Early Nineteenth Century

Hatfield¹,

O’Neill²

2018

Gender & History

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During the course of the nineteenth century the topography of female education in Ireland was transformed from a panoply of mainly urban free-market academies and philanthropic initiatives into a broad-based, gender neutral, state-funded national system for primary education that spread unevenly across the island. The result was transformative for girls. At a stroke primary education was widely available and democratised. Secondary schooling for girls also expanded during the period, with female colleges and academies expanding and diversifying across the century. By the end of the century most children received some form, however limited, of basic schooling.1 The radical effect of this expansion of education and literacy has been widely debated, and among historians of women this widened access to education has been discussed with both approval and suspicion in equal measure. Progressive narratives depict the second half of the nineteenth century as a period of significant change for women, when state support for female schools and colleges saw a corresponding rise in females' access to university, pursuit of the professions, political engagement and a nascent suffrage movement. At the same time, female education during the nineteenth century was admittedly and purposefully differentiated from the purpose and prestige of male education, focused at least rhetorically if not actually, on the idealisation of the domestic feminine world of wife and mother.2 Since the inauguration of feminist history, there has been a persistent tension between the progressive narrative of widening access and enfranchisement against a cultural critique of the narrowed content, quality and purpose of female education.In part, this historiographical tendency is an understandable consequence of the social concerns of feminist academics in the 1970s and 1980s. Concurrent with Irish feminist political agitation, biographies and celebratory school histories crafted during this period critiqued past and current inequalities within society.3 Historian Margaret O hÓgartaigh termed the expansion of female secondary education at the beginning of the twentieth century 'a quiet revolution' but also observed that the females who benefited from better access to higher education were those who already had considerable financial resources at their disposal. Upon entering university and staking

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International Education's Internationalism: Inspirations from Cosmopolitanism

Cited by 11 publications

References 0 publications

International Mindedness in Practice: The Evidence from International Baccalaureate Schools

International Mindedness in Practice: The Evidence from International Baccalaureate Schools

Experiencing Beach in Australia: Study Abroad Students' Perspectives

Education and Empowerment: Cosmopolitan Education and Irish Women in the Early Nineteenth Century

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