Host-Country Parent Perspectives on International Schooling: A study from Bahrain

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in International Education Pub Date : 2021-04-01 DOI:10.1177/14752409211006634

Lucy E Bailey

引用次数: 0

Abstract

Despite the rapid growth in international schooling worldwide, little attention has been paid to understanding why parents choose this kind of schooling and what they believe their choice has meant for their child. Most saliently, the extant literature has not considered the views of Arab parents, although a number of GCC (Gulf Cooperation Council) countries are seen as hubs of international schooling. This study explores international school choice in the Kingdom of Bahrain. Drawing on survey and interview data from Bahraini parents whose children attend international schools in Bahrain, this paper contributes to school choice literature, exploring what the parents see as the consequences of their choice. The concepts of acculturation strategies (Berry, 2003; Berry, 2005) and school choice as a technology of subjectification (Leyton & Rojas, 2017) are used to understand the social meaning of these parental decisions.

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东道国家长对国际学校教育的看法:来自巴林的研究

尽管世界各地的国际学校教育迅速发展，但很少有人关注父母为什么选择这种学校教育，以及他们认为自己的选择对孩子意味着什么。最引人注目的是，现存的文献没有考虑阿拉伯家长的观点，尽管海湾合作委员会（GCC）的一些国家被视为国际学校教育的中心。本研究探讨了巴林王国的国际学校选择。本文利用孩子就读于巴林国际学校的巴林父母的调查和访谈数据，对学校选择文献进行了贡献，探讨了父母对自己选择的后果的看法。文化适应策略的概念（Berry，2003；Berry，2005）和学校选择作为一种主体化技术（Leyton&Rojas，2017）被用来理解这些父母决定的社会意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

14.30%

发文量

期刊介绍： The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.

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