The ‘internationalisation of public schooling’ in practice: A ‘Skeptical Reality’ approach

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The ‘Internationalisation of Higher Education’ is well discussed, and relatively well theorised. An established model (e.g. Knight, 2004) identifies four distinct strategies, in practice. These involve: governance; operations; support services; and human resource development. Yemini (2013 p.475) has offered an adjusted model for application in the context of ‘public schooling’: governance; curriculum; operations (activities); and support services.
My chapter will deal specifically with the ‘curriculum’ aspect of this broad framework, and the somewhat unexpected and largely under-reported entry into the public schooling sphere, in some nation-states, of the programmes of the International Baccalaureate (IB), beyond the traditional, core base of ‘pioneer’ private international schools’ (see Bunnell, 2013). This phenomena has particularly involved the IB’s ‘flagship’ Diploma Programme (IBDP) but the Middle Years Programme (MYP) and the Primary Years Programme (PYP) are also involved.
Original languageEnglish
Title of host publicationThe Machinery of School Internationalisation in Action
Subtitle of host publicationBeyond the Established Boundaries
EditorsLaura Engel, Claire Maxwell, Miri Yemini
PublisherRoutledge
Chapter3
ISBN (Print)978-0367235871
Publication statusPublished - 21 Oct 2019

Cite this

Bunnell, T. (2019). The ‘internationalisation of public schooling’ in practice: A ‘Skeptical Reality’ approach. In L. Engel, C. Maxwell, & M. Yemini (Eds.), The Machinery of School Internationalisation in Action: Beyond the Established Boundaries Routledge.