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.
Chapter 10: Learning Internationally in a Future Context
Learning Internationally in a Future Context
Ms Zuango teaches History in an international school. In her class are students from 21 nationalities. One of the topics she teaches is Revolutions. One example of a twentieth-century revolution is that led by Castro in Cuba. The students in her class learn about the topic by reading commentaries written by English-speaking historians.
Throughout the topic Ms Zuango encourages her students to reflect on their existing knowledge and to think about the teaching information using higher-order thinking skills; to analyse, evaluate, integrate and synthesize their knowledge at any time and to form a more general understanding of the Cuban revolution and of revolutions more generally.
Like many of her colleagues teaching at the school, Ms Zuango ...