1

AnnotatedBibliograhy:IssuesinInternationalEducation

Topic2:InternationalCurriculum,Schools,Teachers&Contexts.
Author&Date

Title

Source

Summary
Cambridge&Thompson

ReflectionKey
Issues/Questions
Thearticleenabledmeto

Cambridge,J.&

Internationalism

Compare:

Thompson,J.

andglobalisation

Journalof

arguethatthe

understandand

(2004).

ascontextsfor

Comparative

varieddefinitions

appreciateglobalization

international

and

andusagesof

andinternationalismas

education.

International

international

highlycomplexforces

Education,34

educationare

andideologiesimpacting

(2),161175.

ambiguousasa

oninternational

responseto

educationincontroversial

internationalist

andmultifacetedways.

andglobalist

Theauthorsraisedsome

interpretationsand

dilemmasintheirarticle

contexts.The

whichpromptedmeto

authorsdiscuss

critiquetheagendaof

2
somehistorical

someinternational

developments

schoolsIamresearching

changesinroles,

forthisunit.i.eschoolsas

aimsandagendas

sitesforeducationvs

ofinternational

businesses/products?

schools,including

Whoseinterestsdothey

theIBOandits

reallyserve?

programmes.
Theycontrastand
critiquethe
ideological
internationalist
andpragmatic
globalist
approachesto
international

3
education.While
attributingthe
contradictoryand
controversial
statusof
international
educationto
economic,
politicaland
cultural/ideologic
altensions,they
proposeits
practicein
international
schools
necessitatesa

4
reconciliationof
boththe
internationalist
andglobalist
Lauder,H.(2007).

approaches.
Lauder discusses the Laudersexpertiseinresearching

International

SAGE

Schools,

Handbookof

impactofthenew

therelationshipbetween

Educationand

International

global capitalism

economyandeducationis

Globalization:

Education,

on the role of

reflectedinhiscohesive

Towarda

London,441

education,

andcompelling

particularly on

discussionofglobal

international

elitismandinternational

schools and the

educationandtensions

future

whichexistbetween

ResearchAgenda. 449.

of

international

initialideological

students asglobal

conceptionsoftheIB

citizens. He uses

programmeandthe

5
the theories of

curriculuminpractice

ReichandMarxto

today.Thearticle

generate

promptedmetoquestion:

discussions on issues

IstheIBcurriculuma

such as global

vehiclefortheglobal

elitism, equality

elitetotransmit

of opportunity,

hegemonicvaluesand

class formation,

advanceintopositionsof

system mobility,

power?

theadvantagesIB
qualifications
affords

the

priveleged and
networking into
international
schools which

6
ultimately
facilitate access
into

the

international
labour market.
Lauder criticizes
the neoliberal
ideologies whose
power,maintained
through

the

control

of

resources and the

global economy,
are based on
wealth instead of
ability.

He

7
distinguishes
between
multicultural,
multilingual and
third culture
(global nomad)
students.
DrGuneschoffershis

Gunesch,K.

International

(2007).

Educations

Handb

personal,

cosmopolitanismoffered

Internationalism:

ookof

individualized

analternativedefinition

Inspirationsfrom

Interna

culturalidentity

andreconceptualization

Cosmopolitanism.

tional

modelasan

ofinternational/ismand

Educat

alternativeand

internationalmindedness

ion,

complementary

whichweremarkedly

London

elementto

differenttotheones

,90

internationalism.

containedinmainstream

100.

Heintroducesthe

literatureonthesubject.

SAGE

Guneschsmodelof

8
idealized,

Engagingwiththe

cosmopolitan

optimisticideasreminded

individualasa

metoremainopen

trueworld

mindedandcritical

citizen,

mindedonsomeofthe

straddlingthe

controversialdebatesand

localandglobal.

issueswhichsurround

Hismodelseeks

theseideologies.

toredefine
institutionalized
notionsof
internationalism
andinternational
mindedness.He
explainshowthis
model

9
reconceptualizes
metaculturality,
mobility,tourism,
travelling,the
notionofhome
andnationstate
attachments.He
arguesforthe
models
usefulnessand
relevancetothe
realworldto
justifyits
theoreticaland
practical
applicationfor

10
international
educatorsand
beyond
educational
contexts.