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 11: Culture and Identity: Exploring Individuals within Groups
Culture and Identity: Exploring Individuals within Groups
Montaigne noted in his ‘Essay on the Education of Children’:
When, according to our common practice, a teacher undertakes to school several minds of very different structure and capacity with the same lessons and the same measure of guidance, it is no wonder that, among a whole multitude of children, he scarcely finds two or three who derive any proper profit from their teaching. (Montaigne 1579/1958: 55)
Given the great variety of children in the average international school, the concerns Montaigne expressed are multiplied beyond his imagining. In the more than 2000 such schools now in existence (Brummitt 2003) a systemic problem is the adjustment of new students to the local norms when they ...