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

Tristan Bunnell

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

Tristan Bunnell

Department of Education

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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 language	English
Title of host publication	The Machinery of School Internationalisation in Action
Subtitle of host publication	Beyond the Established Boundaries
Editors	Laura Engel, Claire Maxwell, Miri Yemini
Publisher	Routledge
Chapter	3
ISBN (Print)	978-0367235871
Publication status	Published - 21 Oct 2019

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Skeptical_Reality_Final (1).PDF
This is the author accepted manuscript of a chapter published in final form as 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 and available via: https://www.routledge.com/The-Machinery-of-School-Internationalisation-in-Action-Beyond-the-Established/Engel-Maxwell-Yemini/p/book/9780367235871
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Cite this

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abstract = "The {\textquoteleft}Internationalisation of Higher Education{\textquoteright} 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 {\textquoteleft}public schooling{\textquoteright}: governance; curriculum; operations (activities); and support services. My chapter will deal specifically with the {\textquoteleft}curriculum{\textquoteright} 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 {\textquoteleft}pioneer{\textquoteright} private international schools{\textquoteright} (see Bunnell, 2013). This phenomena has particularly involved the IB{\textquoteright}s {\textquoteleft}flagship{\textquoteright} Diploma Programme (IBDP) but the Middle Years Programme (MYP) and the Primary Years Programme (PYP) are also involved. ",

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AB - 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.

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A2 - Yemini, Miri

PB - Routledge

ER -

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

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