Transnationalism and the International Baccalaureate Learner Profile

被引：0

作者：

Rizvi F. ^{[1
]}

Savage G.C. ^{[2
]}

Quay J. ^{[1
]}

Acquaro D. ^{[1
]}

Sallis R.J.T. ^{[1
]}

Sobhani N. ^{[1
]}

机构：

[1] Graduate School of Education, University of Melbourne, Parkville

[2] School of Social Sciences, University of Western Australia, Crawley

来源：

PROSPECTS | 2020年 / 48卷 / 3-4期

关键词：

Cultural diversity; International Baccalaureate; Learner Profile; Methodological nationalism; National comparison; Transnational learning spaces;

D O I：

10.1007/s11125-019-09447-z

中图分类号：

学科分类号：

摘要：

This article examines the ways in which the International Baccalaureate’s Learner Profile is interpreted and enacted in three different national settings. Using the data collected from a comparative study of the Learner Profile in nine International Baccalaureate schools in India, Hong Kong, and Australia, the article problematizes the widely held belief that understandings of the key attributes of the Learner Profile are nationally inflected. It suggests, instead, that these schools relate to their localities in a range of complex and multifaceted ways, and that the differences between individual schools within the same country are often more significant than differences between nations when it comes to putting the Learner Profile into practice. The article introduces the idea of “transnational learning spaces” to describe a range of common features across these schools, including highly culturally diverse and globally mobile student populations and a shared disposition toward cosmopolitanism. © 2019, UNESCO IBE.

引用

页码：157 / 174

页数：17

共 37 条

[1]

Beck U., The cosmopolitan society and its enemies, Theory, Culture & Society, 19, 1-2, pp. 17-44, (2002)

[2]

Biesta G.J.J., Giving teaching back to education: Responding to the disappearance of the teacher, Phenomenology & Practice, 6, 2, pp. 35-49, (2012)

[3]

Bryman A., Mixed methods, (2006)

[4]

Bullock K., International Baccalaureate Learner Profile: Literature Review, (2011)

[5]

Bunnell T., The International Baccalaureate: Its growth and complexity of challenges, Schooling internationally: Globalisation, internationalisation and the future for international schools, pp. 165-181, (2011)

[6]

Castro P., Lundgren U., Woodin J., International mindedness through the looking glass: Reflections on a concept, Journal of Research in International Education, 14, 3, pp. 187-197, (2015)

[7]

Du X., Educational philosophy—East, West, and beyond: A reading and discussion of Xueji, Educational Philosophy and Theory, 49, 5, pp. 442-451, (2017)

[8]

Faist T., Fauser M., Reisenauer E., Transnational migration, (2013)

[9]

Fernandes L., India’s new middle class: Democratic politics in an era of economic reform, (2006)

[10]

Gunesch K., Education for cosmopolitanism? Cosmopolitanism as a personal cultural identity model for and within international education, Journal of Research in International Education, 3, 3, (2004)

← 1 2 3 4 →