Washing the World in Whiteness; International Schools' Policy

Autor/in	Gardner-McTaggart, Alexander Charles
Titel	Washing the World in Whiteness; International Schools' Policy
Quelle	In: Journal of Educational Administration and History, 53 (2021) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gardner-McTaggart, Alexander Charles)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2020.1844162
Schlagwörter	Educational Policy; Advanced Placement Programs; International Schools; Social Capital; Whites; Social Theories; International Education; School Administration; Advantaged; Teaching Methods; Power Structure; Educational Change; Progressive Education; Educational Philosophy; Social Justice; Minority Groups; Foreign Policy; Administrator Attitudes; Leadership Role; Foreign Countries; Case Studies; Administrator Characteristics; Institutional Characteristics; Teacher Characteristics; Diversity; Germany; Switzerland + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; International school; Internationale Schule; Sozialkapital; White; Weißer; Gesellschaftstheorie; Internationale Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Reformpädagogik; Progressive Erziehung; Bildungsphilosophie; Erziehungsphilosophie; Soziale Gerechtigkeit; Ethnische Minderheit; Außenpolitik; Ausland; Case study; Fallstudie; Case Study; Deutschland; Schweiz
Abstract	International Baccalaureate (IB) Directors of international schools command a paradoxical space of progressive futures, cloaking injustice and whiteness. This is enacted daily through policy, recruitment, teaching and remuneration which privileges the empowered, exploits the marginalised and thereby delivers a critical education of questionable efficacy. This original research applies the theory of Bourdieu. Social agents (Directors) lead a field wherein symbolic violence is normalised in recruitment and operations towards the non-white, non-Anglo Europeans. By deploying whiteness theory, these directors of diversity champion norms of internationalism, but do not 'see' the advantage of white, that defines the field. In turn, students learn to engage in whiteness and understand that the knowing, being and doing of whiteness and Englishness is synonymous with internationalism and power. Fundamental change is needed with a formalisation of recruitment/remuneration/teaching policy that operationalises the IB's progressive educational values and reverses the automatic injustices levied at the non-white/non-Anglo European. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01