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.

The Global Education Terminology Debate: Exploring Some of the Issues

The global education terminology debate: Exploring some of the issues

Teachers and global educationalists are currently drowning in a sea of seemingly similar terms. Global citizenship education, international education, education with a global or international dimension, development education, world studies, education for an international understanding – and the list goes on. Debates surrounding the distinctness and relationships between such terms within the broad field of global education (used here as an umbrella term) have been around for decades – let us call this ‘the big terminology debate’. In the UK this debate has been recently rejuvenated if not launched into an entirely different terrain with explicit government endorsement and advocacy of an international dimension in schools. ...

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