Abstract
International Mindedness is an overarching construct related to multilingualism, intercultural understanding and global engagement (Hill, 2012). The concept is central to the International Baccalaureate (IB) and sits at the heart of its education policies and programmes. The aim of this research study was to examine systematically how schools offering International Baccalaureate programmes (so-called IB World Schools) conceptualise, develop, assess and evaluate International Mindedness (IM), and to understand related challenges and problems, with a view to improving practice in schools. Nine case study schools, identified as being strongly engaged with IM, were selected for in-depth scrutiny of their practice and thinking related to IM. Conclusions from this study will also inform on-going debate on other similar global initiatives.
Original language | English |
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Pages (from-to) | 3-16 |
Number of pages | 14 |
Journal | Journal of Research in International Education |
Volume | 17 |
Issue number | 1 |
Early online date | 30 Mar 2018 |
DOIs | |
Publication status | Published - 1 Apr 2018 |
Keywords
- Critical Global Citizenship Education
- International Baccalaureate
- International Mindedness
- promising practice
- stakeholder perspectives
ASJC Scopus subject areas
- Education
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Elisabeth Barratt Hacking
- Department of Education - Head of Department
- Centre for Qualitative Research
- Centre for Climate Adaptation & Environment Research (CAER)
- Centre for Regenerative Design & Engineering for a Net Positive World (RENEW)
- Institute of Sustainability and Climate Change
Person: Research & Teaching, Affiliate staff