Interpreting International Education: In Honour of Professor Jeff Thompson

253 Pages·2021·18.163 MB·English

by  Mary Hayden (editor)

Interpreting International
Education
This book addresses issues and challenges arising in the theory and practice of
international education. Written by leading international experts in the field,
it draws on up-to-date scholarship relating to this burgeoning area of study.
The book reflects research that focuses on the increasing importance
worldwide of the international schools sector. Acknowledging the seminal
contribution made to development of the field by Professor Jeff Thompson, it
discusses topical and fundamental questions relating to international educa-
tion that are faced by researchers and practitioners. These include the aims of
international education, its underpinning philosophy and values, the role of
curriculum, the nature of pedagogy in this context and challenges for teach-
ing and leadership. The volume is research-focused and comprises chapters
from well-regarded experts based in 11 different countries who have aca-
demic and professional experience in teaching and researching international
education.
As a major contribution to this growing field of knowledge in a rapidly
changing educational context, this book will be of great interest to academ-
ics, students and researchers in the field of international education world-
wide, as well as to those with research interests in comparative education and
curriculum studies.
Dr Mary Hayden is Professor of International Education at the University
of Bath, UK.
Routledge Research in International and Comparative
Education
This is a series that offers a global platform to engage scholars in continuous
academic debate on key challenges and the latest thinking on issues in the
fast-growing field of International and Comparative Education.
Titles in the series include:
Blended and Online Learning for Global Citizenship
New Technologies and Opportunities for Intercultural Education
Edited by William J. Hunter and Roger Austin
The International Emergence of Educational Sciences
in the Post-World War Two Years
Quantification, Visualization, and Making Kinds of People 
Edited by Thomas S. Popkewitz, Daniel Pettersson, and Kai-Jung Hsiao
Teaching and Learning for Comprehensive Citizenship
Global Perspectives on Peace Education
Edited by Candice C. Carter
Primary Mathematics Pedagogy at the Intersection
of Education Reform, Policy, and Culture
Comparative Insights from Ghana, Singapore, and the US
Sarah Murray and Princess Allotey
Interpreting International Education
In Honour of Professor Jeff Thompson
Edited by Mary Hayden
For more information about this series, please visit: https://www.routledge.
com/Routledge-Research-in-International-and-Comparative-Education/
book-series/RRICE
Interpreting International
Education
In Honour of Professor Jeff Thompson
Edited by Mary Hayden
First published 2022
by Routledge
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and by Routledge
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© 2022 selection and editorial matter, Mary Hayden; individual chapters,
the contributors
The right of Mary Hayden to be identified as the author of the editorial
material, and of the authors for their individual chapters, has been asserted
in accordance with sections 77 and 78 of the Copyright, Designs and
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without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book
ISBN: 9781032037585 (hbk)
ISBN: 9781032040011 (pbk)
ISBN: 9781003190165 (ebk)
DOI: 10.4324/9781003190165
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by KnowledgeWorks Global Ltd.
Contents
List of figure and tables vii
List of contributors viii
Foreword xii
Acknowledgements xv
International education: Setting the scene 1
MARY HAYDEN
PART I
Interpreting international education:
Fundamentals and concepts 9
1 Virtues of science and internationalisation in education 11
FAZAL RIZVI
2 Five lenses for interpreting international education
in the 21st century: Great expectations or brave
new world? 21
TERRY HAYWOOD
3 Intercultural learning as difficult knowledge 45
DEBRA WILLIAMS-GUALANDI
4 The role of culture and identity in international
education: A functional approach to some prospective
problems 58
RICHARD PEARCE
5 Educating for wisdom 73
PAUL REGAN
vi Contents
6 Aspirations for international education:
We live in a Copernican moment 85
ROBERT SYLVESTER
7 Academies for Anywheres: International schools,
the nation state and identity 101
NICHOLAS TATE
8 No facts, only interpretations? Nietzsche’s
perspectivism and educational assessment 121
JAMES CAMBRIDGE
PART II
Interpreting international education in practice 137
9 The ‘fundamental dilemma’ of international
education revisited 139
TRISTAN BUNNELL
10 Freedom, innovation and change:
The international dimension 150
CHRIS BINGE
11 The democratisation of international education 162
IAN HILL
12 Values added in international education 177
MALCOLM MCKENZIE
13 Leadership in international schools:
Tensions and complexities 186
PETER MACKENZIE
14 Preparing for leadership? First - understand
your culture and context 196
DARLENE FISHER
15 Where to next? What does the future hold
for international education? 212
JAMES MACDONALD
International education: Moving forward 225
MARY HAYDEN
Index 229
Figure and Tables
Figure
14.1 Layers of culture. (Adapted from Cheng, 2000: 211.) 198
Tables
11.1 Total IB World Schools in descending order of number
of state schools per country as of 7 December 2020 170
15.1 Control of the space and time for learning 220
Contributors
Chris Binge has worked in international education since 1984. He began
in the United World College of South East Asia, then served as Principal
at the International School of Geneva and Island School, Hong Kong
before becoming Headmaster of Markham College, Lima, Peru. Chris
worked with Jeff Thompson on a number of projects, chiefly when Jeff
was a member of the International Baccalaureate Diploma Programme
Committee, which Chris chaired for 3 years. Chris has spoken at
conferences and workshops around the world on the leadership of change
in schools. [www.educhanges.com; www.mathsthoughts.com]
Tristan Bunnell is a Lecturer in International Education at the University
of Bath, UK. Previously he taught International Baccalaureate Diploma
Programme Economics at the International School of London UK, and
Copenhagen International School, Denmark. He has written extensively
about the growth and development of international schools, and
international curricula.
James Cambridge has worked in the UK, the Middle East and southern
Africa in a variety of educational contexts including science teaching,
assessment, evaluation, curriculum development, initial teacher education
and continuing professional development.
Darlene Fisher has worked for more than thirty years as a leader and
teacher. Her current work includes consulting and coaching for NEASC
as an International Accreditation Leader, and with the International
Baccalaureate (IB) on developing and facilitating the ‘Essentials of
International Leadership’ suite of workshops; she is an IB Lead Educator
and workshop designer. She has worked with teacher training for ECIS and
Cambridge (CIE), as well as mentoring heads of school and consulting on
curricula and teacher development across Asia, Middle East and Europe.
Her areas of research focus on societal culture and its impact on effective
leadership, as well as leadership for transformative learning in schools.
Mary Hayden is Professor of International Education at the University of
Bath. Her research interests relate to international schools, international
Contributors ix
education and international curricula. She teaches and supervises doctoral
and masters students with interests in these areas, and has published many
books and articles with a focus on international education, often with
Professor Jeff Thompson. She is editor-in-chief of the Journal of Research in
International Education, co-editor with Professor Thompson of International
School magazine, and has led teams undertaking international education
research projects in a number of contexts.
Terry Haywood has been an advocate for international education for some
50 years, 35 of which he spent as Headmaster of the International School
of Milan. He has promoted international learning through his work on
the Boards of ECIS and the Alliance for International Education, by
leading accreditation/evaluation teams on every continent, as a conference
presenter and workshop leader, as a consultant to established and start-up
schools, and as the author of papers and articles on topics ranging from
school leadership to the nature of international learning and intercultural
understanding.
Ian Hill was Deputy Director General of the International Baccalaureate
(IB) Organization, based in Geneva, between 2000 and 2012. He joined
the IB in 1993 as regional director for Africa, Europe and the Middle
East. From 1990 to 1993 he was Head of an IB international bilingual
school in France. In Australia he was senior private secretary/advisor to
the Minister for Education (1986–1989) in the state of Tasmania where he
was previously a teacher, deputy head and university lecturer in education.
James MacDonald has been an international educator for over 20 years.
He began his career as a classroom teacher, and eventually went on to lead
two International Baccalaureate World schools, Yokohama International
School (Japan) and NIST International School (Thailand), before becoming
leader of a cluster of eleven schools with GEMS Education (UAE). He is
presently the Director of the International School of Brussels, Belgium.
Peter MacKenzie has spent 31 years working in six international schools
in six countries on four continents. Fourteen of these years have been as
a school Head, and he spent six years on the board of an international
school. He has also been a member of the boards of the Japan Council
of International Schools (JCIS) and the Association of International
Schools in Africa (AISA). He has published articles about education in
an international context in both popular and peer-reviewed journals. His
current research interest is governance in international schools.
Malcolm McKenzie is the founding Head of School at Keystone Academy,
Beijing. He has previously been Head of Maru-a-Pula School in Botswana,
the United World College of the Atlantic in Wales, and the Hotchkiss
School in the United States. He was a founder of the Global Connections
Foundation and has, until recently, been president of that group of