Social Class and the Construction of International Mindedness: A Comparative Study of International Baccalaureate Schools in Ecuador

Autor/in	Bittencourt, Tiago
Titel	Social Class and the Construction of International Mindedness: A Comparative Study of International Baccalaureate Schools in Ecuador
Quelle	In: Journal of Research in International Education, 19 (2020) 2, S.91-105 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bittencourt, Tiago)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240920954046
Schlagwörter	Social Class; International Education; Advanced Placement Programs; Foreign Countries; Social Differences; Student Attitudes; Ethnography; Futures (of Society); Comparative Analysis; Institutional Characteristics; Public Schools; Private Schools; Admission Criteria; Study Abroad; Academic Aspiration; Social Capital; Cultural Capital; Cultural Awareness; Ecuador + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Internationale Erziehung; Ausland; Sozialer Unterschied; Schülerverhalten; Ethnografie; Future; Society; Zukunft; Public school; Öffentliche Schule; Private school; Privatschule; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Studies abroad; Auslandsstudium; Sozialkapital; Cultural identity; Kulturelle Identität
Abstract	The purpose of this paper is to examine how students inhabiting distinctive social spaces and experiencing considerably different material realities define, value and problematize the concept of international mindedness. Drawing on a larger multi-sited ethnographic study of two International Baccalaureate schools in Ecuador, the study found that while students from distinct social backgrounds provided similar definitions of what international mindedness entails, they differed notably in what they considered to be the value and potential pitfalls of embodying the concept as a personal disposition. These differences emerged primarily as a result of how students related to their immediate surroundings and the assumptions they made about their future lives. Focusing on students' constructions of 'place' and their imagined futures provides an important insight into how students engage with international mindedness specifically, and the International Baccalaureate more broadly. Furthermore, it attests to why matters related to 'social class' deserve a greater degree of scholarly attention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01