The number of schools that call themselves international is growing exponentially. In addition many other schools are exploring the concept of international-mindedness and what that might mean in the contemporary world of globalisation. This book sets out to provide a critical perspective on current issues facing ‘international schooling’, particularly the conflict between ‘internationalising’ and ‘globalising’ tendencies and to explore these as they affect teaching and learning, curriculum, pedagogy and assessment as well as to explore the contribution international schools might make to the achievement of global citizenship. It is the first book to critically analyse the ambiguities, tensions and conflicts that face those involved with and researching, international schools and their role in global networking. Issues addressed include: the political economy of international schools (Hugh Lauder and Ceri Brown) their relations to global and local cultures, global markets and civil society (Richard Bates) the role of international schools in global networking (Michael Wylie) the micropolitics of such schools (Richard Caffyn) the growth complexity and challenges facing the International Baccalaureate (Tristan Bunnell) the future demands for and of teachers in international schools (Mary Hayden and Jeff Thompson) the nature of teaching and learning in international schools (Helen Fail) the problematic idea of an international curriculum (Jim Cambridge) issues facing international assessment (Richard Bates) the challenge of education for global citizenship (Harriet Marshall). This provocative book will be essential reading for those teaching in, leading and governing international schools in countries around the world, as well as those who contemplating entering the rapidly expanding world of international schooling.

The well-known international contributors to this book move beyond simply describing the issues, and instead suggest ways in which the complex and often contradictory tensions within the world of international schooling and its global contexts must be examined critically.

International schooling has expanded rapidly in recent years, with the number of students educated in international schools projected to reach seven million by 2023. Drawing on the author's extensive experience conducting research in international schools across the globe, this book critically analyses the concept of international schooling and its rapid growth in the 21st century. It identifies the forces driving this trend, asking to what extent this is an enterprise that meets the needs of a global elite, and examining its relationship to national systems of education. The author demonstrates how wider social inequalities around socio-economic difference, ethnicity, 'race' and gender are reproduced through international schooling and examines the theory that 'international' curricula are in fact Western curricula. Presenting research from diverse countries including Russia, Malaysia, the UAE, the UK, and Bahrain, the author explores ways in which international schools adapt to local cultural contexts and examines the views of parents, students, teachers and school leaders towards the education that they provide.

A teacher's guide to international schools

This book explores the dynamics of curriculum policy processes involved in the adoption, production and enactment of the International Baccalaureate Primary Years Programme (IBPYP), accredited by the International Baccalaureate Organization (IBO). It addresses deficits in current literature and provides insight into and the complexities involved within a framework that takes cognisance of the relationships between global, regional, national and local levels of education policy processes. In doing so, it contributes to the current body of research on international education, remote education and policy processes. The IBPYP is one of the three programmes that go to make up the increasingly popular suite of programmes offered by the IBO. Given the exponential growth of international schools caused by an ever changing globalized world and a mobile workforce, international curriculum policy is becoming more complex. This has lead to a recognition of the need for a range of policy analysis studies in the field. The study presented in this book was conceptualised in the light of such recognition. This relatively uncharted field has been explored by focusing on one of the most ‘unusual’ settings. Accordingly, the adoption, production and enactment of the IBPYO at three remote international schools has been examined. The study also addresses how the phenomena of ‘international schools’ and ‘remote schools’ complement or compete with, each other. This results in a better understanding of the educational policies informing both ‘international schools’ and ‘remote schools’ and the interconnectivity that might exist between them.

Understanding Contemporary Education offers an essential exploration of key concepts and issues in education that will allow education studies students, as well as trainee and practising teachers to engage in reflection, not only on work at the classroom level, but on education more broadly. Using detailed examples, the book problematises many popular and taken-for-granted views, allowing the reader to challenge and seriously consider the nature of the education enterprise. In each chapter, a concept is carefully considered, with major features, controversies, and strengths and weaknesses highlighted. Key follow-up questions challenge the reader to reflect on specific issues, and encourage involvement, not just in their own teaching, but in the planning and determination of the total programme of their school, and where possible, that of the nation. The book is divided into seven main parts: The Social Context of Education Education Policy Curriculum Teaching and Learning Leadership in Education Teacher Preparation International Developments in Education. Drawing upon a wide variety of theoretical positions, Understanding Contemporary Education provides an accessible introduction to key themes and concepts in education, challenging readers to fully consider the purpose of education and to reflect intelligently on issues that affect all schools. It is a must-read book for those on education studies courses, as well as trainee and practising teachers.

With contributions from Linda Darling-Hammond, Michael Fullan, Pasi Sahlberg, and Martin Carnoy, Global Education Reform is an eye-opening analysis of national educational reforms and the types of high-achieving systems needed to serve all students equitably. The collection documents the ideologically and educationally distinctive approaches countries around the world have taken to structuring their education systems. Focusing on three pairs of case studies written by internationally acclaimed experts, the book provides a powerful analysis of the different ends of an ideological spectrum----from strong state investments in public education to market-based approaches. An introductory chapter offers an overview of the theories guiding both neoliberal reforms such as those implemented in Chile, Sweden and the United States with efforts to build strong and equitable public education systems as exemplified by Cuba, Finland and Canada. The pairs of case studies that follow examine the historical evolution of education within an individual country and compare and contrast national educational outcomes. A concluding chapter dissects the educational outcomes of the differing economic and governance approaches, as well as the policy implications.