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 5: International Education as an Ethical Issue
International Education as an Ethical Issue
International education is a widely used concept in the globalized world. Although it is old as an idea and concept (James 2005: 314), it had not been widely discussed until about a century ago. Intercultural education became a well-established field of practice particularly after the United Nations documents about the basic rights and UNESCO's two publications:
- Recommendations Concerning Education for International Understanding, Cooperation and Peace and Education Relating to Human Rights and Fundamental Freedoms (1974) and
- Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy (1995). These documents were born out of the aftermath of the World Wars and were based on joint will and determination to avoid similar ...