• Summary
  • Contents
  • Subject index

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.

Critical Perspectives on Language in International Education
Critical perspectives on language in international education

The twenty-first century is already turning out to be an unsettling time for many people, not least those of us involved in international education. In the current era of globalization long-established notions are being challenged; familiar categories are being broken and their elements recombined in unexpected ways. Language lies at the heart of these processes. It is the means by which we identify ourselves and the means by which we create our representations of others. Whilst it can be a unifying factor, it can also serve as the medium through which people engage in conflict. These struggles take place both ‘in language’ and ‘over language’ (Fairclough 1989: 88; Pennycook 1994a: 324–5).

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