International Mindedness and Its
						Enemies

Gunesch, Konrad

doi:10.4135/9781473943506.n4

Cited by 12 publications

(3 citation statements)

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“…Like prominent definitions of international-mindedness, cosmopolitanism centers on a global political consciousness (Cheah, 2006) with a commitment to humanist principles and norms, including the promotion of human equality, the recognition of difference and its celebration (Starkey, 2012). Most importantly, cosmopolitanism is rooted in developing a sense of connectedness to other human beings (Osler & Starkey, 2005) that transcends man-made borders and boundaries (Gunesch, 2015; Osler & Starkey, 2005).…”

Section: Findings and Analysismentioning

confidence: 99%

International-Mindedness: Deviations, Incongruities and Other Challenges Facing the Concept

Savva

Stanfield²

2018

Jnl of Research in Internatl Education

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This article examines the developing discourse of international-mindedness and the problematic nature of its theoretical foundation alongside its actual manifestation in international school settings. In particular, it explores the discord between international-mindedness as a benevolent form of character development compared to international-mindedness as an opportunistic form of social and global mobility. Against this competing backdrop, the article also looks to identify distinct features that differentiate the concept of international-mindedness from other more established ideologies, including those related to interculturalism, multiculturalism and cosmopolitanism. The assumption that international-mindedness is perpetually situated within a moral code of conduct is challenged and analyzed critically, along with implications for schools.

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Section: Findings and Analysismentioning

confidence: 99%

International-Mindedness: Deviations, Incongruities and Other Challenges Facing the Concept

Savva

Stanfield²

2018

Jnl of Research in Internatl Education

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“…Nesta linha, Suárez-Orozco e Sattin (2007, 18) defendem que "o que acontece (...) quando imigrantes da Somália, por exemplo, imigram para a Suécia (...), é como se eles tivesse viajado 200 anos no tempo", como se, em um futuro não tão distante, a sociedade somali se transformasse em uma sociedade similar à sueca (cf. Gunesch 2004;Fail et al 2004). Similarmente, esta visão homogeneizante da globalização também é apoiada na "hipótese da convergência", de acordo com a qual "a globalização desterritorializa as habilidades e competências que ela premia, gerando, assim, forças centrífugas poderosas sobre as quais estudantes do mundo precisam saber" (Suárez-Orozco e Qin-Hilliard's 2004b, 6).…”

Section: Viés Do Status Quounclassified

Educação cidadã, consciência democrática e globalização

Culp¹

2020

Perspec. Filos.

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O artigo começa com análises críticas de duas concepções amplamente empregadas de educação para a cidadania. Primeiro critica uma concepção exclusivamente doméstica de educação para a cidadania democrática como inadequada para preparar futuros cidadãos para as suas vidas em ambientes políticos e econômicos globalizados. Depois argumenta que a concepção da educação para a cidadania como formação da consciência global é funcionalista, enviesada pelo status quo e insuficientemente democrática. Com base nessas análises, o artigo passa a articular uma concepção de educação para a cidadania como conscientização democrática transnacional. Esta concepção sustenta que a educação para a cidadania deve contribuir para a formação da consciência democrática doméstica assim como transnacional. Pois, a menos que a educação para a cidadania contribua para a construção dessa consciência, como o artigo defende, não apenas os processos de tomada de decisão inter e transnacionais, mas também os domésticos, permanecerão democraticamente deficientes.

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“…However, as IB programs spread globally, the education systems of nation-states have been affected by them to varying degrees. On the one hand, they may be seen as a threat to the formation of strong national and cultural identities [3], as the program's curriculum, unlike the national core curriculum, conveys global values that may contrast with a sense of nation-state identity. On the other hand, there is a growing number of scholars who believe that the introduction of IB programs with elitist nature in the national education system may trigger educational stratification within the national education system and a series of educational inequities [4].…”

Section: Introductionmentioning

confidence: 99%

The Double-sided Impact and Reflection of the International Baccalaureate on Educational Equity in China

Xue

2023

LNEP

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The International Baccalaureate Organization (IBO) is now a powerful global education brand and a major player in the education system, however, more and more educators and countries in China are becoming cautious about it considering its impact on the education system of nation states, especially on educational equity. Finding a balance between the national education system and the IB has been a constant issue. Therefore, the research topic of this study is the impact of IB on educational equity in China, both negative and positive aspects. Finally, this study analyzes and draws on the experiences of other countries and regions in introducing the IB to gain some insights into how the IB and the Chinese education system can balance each other and develop better. The significance of this paper is that while discussing the negative impact of IB on educational equity in China, it also explores the positive implications of IB on students educational rights in the Chinese context and makes suggestions to better leverage its positive impact.

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International Mindedness and Its Enemies

Cited by 12 publications

References 0 publications

International-Mindedness: Deviations, Incongruities and Other Challenges Facing the Concept

International-Mindedness: Deviations, Incongruities and Other Challenges Facing the Concept

Educação cidadã, consciência democrática e globalização

The Double-sided Impact and Reflection of the International Baccalaureate on Educational Equity in China

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