This Handbook analyzes the origins, contributions, and interpretations of international education. The authors identify approaches to research that will enhance our knowledge and understanding of the field, and extend and even redraw it, on the basis of the research evidence presented. Key features includes a historical overview of the ways in which the term "international education" has been interpreted; the theoretical interpretation of international education in its current context; international education in practice: exploration of the issues in terms of students, curricula, pedagogies, and organizing formal institutions; and conceptual challenges for international education in the future.
Interest in the field of international education has never been more intense than it is at present. Changes in the general world order are challenging the nature of the relationships between nations and cultures in more explicit and extensive ways than has previously been the case. Simultaneously, a rapidly increasing number of schools world-wide have been established specifically to meet the demands of those parents who, through their own global professional activities, wish to have their children educated in programmes based on international values and often in contexts other than their home country. Such schools have embraced the promotion of international education as one of their major goals and, consequently, an increasing number of organizations currently offer curricula that claim to be international in ...