Forms of Support and Challenges to Developing International-Mindedness: A Comparative Case Study within a National and an International School in Turkey

Autor/inn/en	Metli, Akin; Martin, Robin Ann; Lane, Jennie Farber
Titel	Forms of Support and Challenges to Developing International-Mindedness: A Comparative Case Study within a National and an International School in Turkey
Quelle	In: Compare: A Journal of Comparative and International Education, 49 (2019) 6, S.983-1001 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lane, Jennie Farber)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1490889
Schlagwörter	Comparative Analysis; Case Studies; International Schools; Foreign Countries; International Programs; Multilingualism; Global Education; Citizenship Education; Grade 11; Grade 12; Advanced Placement Programs; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; International school; Internationale Schule; Ausland; Mehrsprachigkeit; Multilingualismus; Globales Lernen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	This paper uses mixed methods to explore perceptions of international-mindedness within two case study schools in Istanbul, Turkey: a national school with mostly Turkish students and an international school with students from many nationalities. Using a conceptual framework developed by an international education programme, the authors critically analyse pillars of international-mindedness: multilingualism, intercultural understanding, and global engagement. Findings reveal that the national school was striving to overcome limitations of homogeneity, while the international school struggled to address its assumptions that a heterogeneous population alone would be enough to encourage intercultural understanding. Neither school had developed clear conceptual links among multilingualism, intercultural understanding, and global engagement. Thus, deliberate efforts are needed to provide students with experiences that foster international-mindedness. Other researchers and educators can use this framework and associated methods to examine how international-mindedness is implemented in different schools in other regions of the world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01