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.

International Education's Internationalism: Inspirations from Cosmopolitanism

International Education's Internationalism: Inspirations from Cosmopolitanism

International education's internationalism: Inspirations from cosmopolitanism

It may come as a surprise that within the literature on international education, there is no single coherent picture of the ‘internationalism’ or ‘international-mindedness’ within the individual that, presumably, international education aims to develop. Indeed, current concerns over international education appear to centre on definitions of the field and of international schools, the nature of an international curriculum and the organization and management of international schools. This can, for instance, be observed in most of the contributions within the leading textbooks on international education in recent years (see Blandford and Shaw 2001, and the edited books by Hayden and Thompson 1998 and 2000, as well as by Hayden, Thompson and Walker 2002). Even those ...

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