Field Theory and Education: A Case Study of the International Baccalaureate

Autor/in	Dugonjic-Rodwin, Leonora
Titel	Field Theory and Education: A Case Study of the International Baccalaureate
Quelle	In: International Studies in Sociology of Education, 30 (2021) 3, S.325-348 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dugonjic-Rodwin, Leonora)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2021.1886595
Schlagwörter	Case Studies; Advanced Placement Programs; Educational Theories; Global Approach; Accreditation (Institutions); Ethnography; International Education; Social Capital; Program Evaluation; International Schools; Evaluation Criteria; Elementary Secondary Education; Institutional Characteristics; Teacher Attitudes; Foreign Countries; New York (New York); Switzerland (Geneva) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Educational theory; Theory of education; Bildungstheorie; Globales Denken; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Ethnografie; Internationale Erziehung; Sozialkapital; Programme evaluation; Programmevaluation; International school; Internationale Schule; Lehrerverhalten; Ausland
Abstract	This article attempts to bridge a divide between the empirical use of Bourdieu's concepts and the theoretical discussion of field theory with regard to education. I ask how a school can be 'international' where education is predominantly embedded in nation-states. First, I introduce field theory and its applications to globalization and education. Second, I analyze the International Baccalaureate Organization, a large non-profit provider of accreditation for schools, as a case for conceptualizing a global field of 'international education.' My ethnographic and historical findings provide the background for the global field argument. Second, drawing on IBO's student data, I construct a geometric space of IB schools and analyze it as a relatively autonomous subfield. Finally, I show how combining field analysis and geometric modeling yields a new perspective on 'international education.' (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01