Introduction to International Education: International Schools and their Communities

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Mary Hayden

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    Foreword

    Mary Hayden is arguably the most experienced researcher in her field – international schools and international education. She is acknowledged to be a distinguished writer and has published extensively in both journals and books. As many throughout the world will testify, she is also an accomplished teacher and has personally supervised the enquiry and research activities of literally hundreds of students at masters and doctoral levels – among them many teachers, administrators, curriculum developers and examiners – all of whom have benefited enormously from her dedication to their interests, her insistence on rigour in their work and their writings, and her particular way of motivating those with whom she collaborates. Her passion for the encouragement and promotion of the work of others, especially in the area of international education, has been evident in the many papers she has published jointly with students and colleagues and through the editorial roles she has taken over recent years in journal and book publications.

    It is therefore fitting that, in writing a book on international education, she should draw upon the work of so many of those with whom she has collaborated over the years and, by including them in such a seminal volume, should pay tribute to their collective contributions to our understanding of the theory and practice of international education.

    As may be expected of an experienced teacher, Mary Hayden has employed as her framework a number of underlying themes in constructing the mélange of knowledge, understandings and challenges that this book comprises. Among them are familiar dilemmas which those readers already engaged in teaching, administration and research in the field will recognise, and with which those contemplating involvement as teachers, students, parents and board members, for example, will rapidly become acquainted. By identifying international schools and their communities as the organising structure, the themes are woven through the account as the warp and weft of the fabric of the volume. They include a range of issues relating to, for example, pragmatism and ideology, which recur as unifying themes throughout the work. In constructing the book in this way, Dr Hayden will not only be satisfying the needs of those who seek greater knowledge and understanding of the field through the sheer quantity of information the book includes, she will also be challenging and encouraging others to generate implicit and explicit theories and explanations by reflecting upon their own practice.

    This book deserves, and will surely command, a wide readership for it concerns a topic of crucial importance – the education of world citizens – explored in its historical and contemporary settings, which is so vital to the future for us all.

    JeffThompson Professor of Education University of Bath

    Acknowledgements

    I have been fortunate in the course of my career to work in a number of different capacities with literally hundreds of inspiring professionals who have helped me to understand the context of international schools and the many issues and challenges that arise within them.

    To these many colleagues and friends I owe a debt of gratitude for having helped to lay the foundations upon which this book is built. To some of them I am particularly grateful for not only having shared their ideas and experiences with me over the years, but for also providing particular assistance in the creation of this book. In addition therefore to thanking our helpful and supportive colleagues at Sage, I must extend a big ‘thank you’ to Jim Cambridge and Philippa Wheeler for sharing their technical expertise, and Gail Bradley, Ray Davis, Mary Langford, Peter MacKenzie, Edna Murphy, Bora Rancic, Coreen Sears, Wilf Stout, Ray Taylor and David Wilkinson for having been so willing to read early drafts of various sections of the manuscript and to highlight areas where improvement was needed. Extra special thanks must, as ever, go to my friend and colleague Jeff Thompson, without whose constant support, encouragement and chivvying the idea for this book would never have got off the ground.

    To all of you, and to the international school community more widely, this book is offered as a contribution to further recognition and understanding of this important and rapidly growing field.

    The author and publisher would like to thank the following for giving permission to use the figures in this book:

    Nicholas Brealey Publishing for Figure 5.1, p. 70, TCKs and their peer groups, from D. Pollock and R.E. Van Reken (2001) Third Culture Kids.

    Taylor and Francis Books (UK) for Figure 9.1, p. 139, Model of a learning environment for international education from M.C. Hayden and J.J. Thompson (eds) (1998) International Education: Principles and Practice.

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