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.

A Simple Typology of International-Mindedness and its Implications for Education

A Simple Typology of International-Mindedness and its Implications for Education

A simple typology of international-mindedness and its implications for education

The search for a commonly agreed definition of international education has a substantial history that is well documented. Although there appears to be wide recognition of the value and importance of this form of education, be it for the individual, the national society or the global community, it has been particularly hard to pin down precisely what is involved. Fundamentally, the word ‘international’, whose literal significance refers to interaction between nations, may not be adequate to describe what many educators have really intended when using it as an adjective in the educational context, where they would like it to imply a combination of political astuteness, communication ...

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