Literaturnachweis - Detailanzeige
Autor/in | Poole, Adam |
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Titel | Decoupling Chinese Internationalised Schools from Normative Constructions of the International School |
Quelle | In: Compare: A Journal of Comparative and International Education, 50 (2020) 3, S.447-454 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Poole, Adam) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-7925 |
DOI | 10.1080/03057925.2019.1682839 |
Schlagwörter | Stellungnahme; International Schools; Institutional Characteristics; Global Approach; Foreign Countries; Classification; Western Civilization; Secondary Schools; Futures (of Society); Educational Trends; Language of Instruction; English (Second Language); Second Language Learning; Mandarin Chinese; Bilingual Education; Teacher Qualifications; China International school; Internationale Schule; Globales Denken; Ausland; Classification system; Klassifikation; Klassifikationssystem; Sekundarschule; Future; Society; Zukunft; Bildungsentwicklung; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingual teaching; Bilingualer Unterricht; Lehrqualifikation |
Abstract | There is still debate regarding what constitutes an international school and how it should be defined. A number of definitions and typologies of international schools have been put forward. Arguably, the most influential has been Hayden and Thompson (2013) typology of international schools. "Type-A" or "traditional international schools" were designed to cater for the children of globally mobile expatriates and, until late into the twentieth-century, represented the majority of international schools. In contrast to Type-A schools, "Type-B ideological" schools were not created specifically to satisfy market demand, but to serve an ideological purpose. The most recent type of international school, "Type-C non-traditional international schools," has emerged in part due to the effects of globalisation, which has led to a growing international focus in some national school systems. Whilst the typology differentiates between different types of school, it nevertheless oversimplifies the range of schools adopting international curricula that have emerged in recent years, particularly in the Global South. International schools now operate in a post-ideal epoch (Bunnell 2014), which is increasingly typified by the emergence of local middle-class elites whose demand for a superior education or a metaphorical passport to a world-class university has partly led to the rise of internationalised schools. Given the rise of international schooling in countries like China, it has to be asked to what extent these (westernising) models have applicability to evaluate international schools in the Global South. Rather than viewing the emergence of Chinese internationalised schools (CIS) with suspicion or even trepidation, this paper argues that they should be seen as the blueprint for a new type of school that will come to typify secondary schools in national contexts in the future. (ERIC). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |