Shaping International Capital through International Education: The Case of the French-Israeli School in Israel

Autor/in	Resnik, Julia
Titel	Shaping International Capital through International Education: The Case of the French-Israeli School in Israel
Quelle	In: Journal of Curriculum Studies, 50 (2018) 6, S.772-788 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2018.1499808
Schlagwörter	International Schools; French; Foreign Countries; Cultural Capital; Jews; Immigrants; Student Mobility; Cultural Differences; Cultural Awareness; Second Language Learning; Second Language Instruction; Social Mobility; International Education; Cultural Pluralism; Case Studies; Bilingualism; Judaism; Administrator Attitudes; Counselor Attitudes; Secondary School Students; Semitic Languages; Fees; Selective Admission; Israel + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Französisch; Ausland; Jew; Jude; Jüdin; Juden; Immigrant; Immigrantin; Immigranten; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziale Mobilität; Internationale Erziehung; Kulturpluralismus; Case study; Fallstudie; Case Study; Bilingualismus; Judaismus; Sekundarschüler; Arabisch; Hebräisch; Gebühren; Studiengebühren; Bildungsselektion
Abstract	The number of international schools such as the recently founded French-Israeli school in Israel is growing continuously around the world. International schooling, seen as a means to accumulate international cultural capital is increasingly viewed as a strategy of families' social mobility. It is through international education that schools attempt to shape international capital, namely dispositions and competencies, to encourage openness to the Other and others' cultures needed to function in the globalized world. The French-Israeli school provides two tracks: the Israeli track recruits mainly Israeli-born students while the French track students belonging to French-Jewish migrant and mobile families. The school offers language studies and a large array of multicultural activities aiming at enlarging students' international capital. However, the two-track structure of the school and the cultural differences between the two majority groups--French and Israeli--hinder a successful cross-cultural encounter crucial for the development of international capital (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01