Interpreting International Mindedness in Dutch State-funded International Schools: an educational leadership perspective

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
Andrew Scott
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Abstract

This article focuses on the challenges faced by educational leaders of international schools in conceptualising international mindedness. Further articles are planned which will focus on how the wider social and school context influence educational leaders’ promotion of international mindedness, and on why educational leaders are drawn to values-leadership models in its promotion. The use of the term international mindedness has grown significantly over the last thirty years. It is now in common usage in many international schools (Hayden et al, 2015), and is used specifically by both the International Baccalaureate and the International Primary Curriculum to describe the core values that underpin the educational programmes they offer. It is a broad concept whose advocates claim it encapsulates the values and ideals of international education that seek to promote greater global understanding and awareness (Hill, 2014). However, the value and appropriateness of the term remain contested (Haywood, 2015; Savva and Stanfield, 2018). There is also a growing body of literature that has highlighted the importance of educational leaders in promoting school-wide values (Hallinger and Huber, 2012; Day et al, 2016). If we are to better understand the significance of international mindedness to the wider field of international schools, we need to develop a greater awareness of what shapes educational leaders’ understanding of a core value such as international mindedness, and what it is they hope to achieve within the wider social and school context within which they are operating. The first section of this article explores how international mindedness is conceptualised and the current debates surrounding it, presenting a conceptual framework for international mindedness that draws on academic literature from the wider field of international education. The second section is based on empirical research carried out into educational leadership in a group of international schools.
解读荷兰国家资助的国际学校的国际意识:教育领导的视角
本文关注国际学校的教育领导者在概念化国际思想方面所面临的挑战。计划撰写更多文章,重点关注更广泛的社会和学校背景如何影响教育领导者对国际意识的提升,以及为什么教育领导者在提升国际意识时会被价值观领导模式所吸引。在过去的三十年里,“国际意识”一词的使用量显著增加。它现在在许多国际学校中普遍使用(Hayden等人,2015),国际文凭和国际小学课程都专门使用它来描述支撑其提供的教育计划的核心价值观。这是一个广泛的概念,其倡导者声称它概括了国际教育的价值观和理想,旨在促进全球的理解和认识(Hill,2014)。然而,该术语的价值和适当性仍然存在争议(Haywood,2015;Savva和Stanfield,2018)。还有越来越多的文献强调了教育领导者在促进学校价值观方面的重要性(Hallinger和Huber,2012;戴等人,2016年)。如果我们要更好地理解国际意识对更广泛的国际学校领域的重要性,我们就需要进一步认识到是什么塑造了教育领导者对国际意识等核心价值观的理解,以及他们希望在更广泛的社会和学校背景下实现什么。本文的第一部分探讨了国际思想是如何概念化的,以及目前围绕国际思想的争论,提出了一个国际思想的概念框架,该框架借鉴了国际教育领域的学术文献。第二部分基于对一组国际学校的教育领导力进行的实证研究。
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
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
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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