Advertisement

“Being International”: Institutional Claims and Student Perspectives at an Exclusive International School

  • Catharina I. Keßler
  • Heinz-Hermann Krüger
Chapter

Abstract

Against the backdrop of processes of internationalisation and differentiation in the education system, “being international” becomes a contested label used to distinguish schools and educational biographies. Using a qualitative case study of a private International Baccalaureate school in Germany, the chapter examines a school’s institutional codes concerning “being international” and how the students engage with these. Reconstruction is primarily based on longitudinal interviews with the school principal and students over the course of five years. Taking a praxeological stance, we argue that different modes of “being international” inform processes of distinction as well as integration and are closely tied to specific biographical spaces of experiences which are ultimately associated with unequal pathways, choices and perspectives.

Keywords

Being international International schools Institutional codes International student biographies Longitudinal study Privilege Educational inequality 

References

  1. Adick, C. (2005). Transnationalisierung als Herausforderung für die International und interkulturell vergleichende Erziehungswissenschaft. Tertium comparationis, 11, 243–269.Google Scholar
  2. Ball, S. J., & Nikita, D. P. (2014). The global middle class and school choice. A cosmopolitan sociology. Zeitschrift für Erziehungswissenschaft, 17, 81–93.CrossRefGoogle Scholar
  3. Bartlett, K. (1998). International curricula. More or less important at the primary level? In M. Hayden & J. Thompson (Eds.), International education principles and practice (pp. 77–91). London: Sterling.Google Scholar
  4. Berger, P. A., & Weiß, A. (Eds.). (2008). Transnationalisierung sozialer Ungleichheit. Wiesbaden: VS Verlag für Sozialwissenschaften.Google Scholar
  5. Bohnsack, R. (2003). Rekonstruktive Sozialforschung. Opladen: Leske + Budrich.CrossRefGoogle Scholar
  6. Bohnsack, R., Pfaff, N., & Weller, W. (2010). Reconstructive research and documentary method in Brazilian and German educational science. An introduction. In R. Bohnsack, N. Pfaff, & W. Weller (Eds.), Qualitative analysis and documentary method in international educational research (pp. 7–38). Opladen and Farmington Hills: Barbara Budrich.Google Scholar
  7. Bröckling, U. (2007). Das unternehmerische Selbst. Frankfurt am Main: Suhrkamp.Google Scholar
  8. Brown, P., & Lauder, H. (2011). The political economy of international schools and social class formation. In R. Bates (Ed.), Schooling internationally. Globalisation, internationalisation and the future for international schools (pp. 39–59). New York: Routledge.Google Scholar
  9. Hallwirth, U. (2013). Internationale Schulen. In A. Gürlevik, C. Palentien, & R. Heyer (Eds.), Privatschulen versus staatliche Schulen (pp. 183–195). Wiesbaden: Springer.CrossRefGoogle Scholar
  10. Hayden, M. (2011). Transnational spaces of education. The growth of the international school sector. Globalisation, Societies and Education, 9, 211–224.CrossRefGoogle Scholar
  11. Hayden, M., Rancic, B., & Thompson, J. (2000). Being international: Student and teacher perceptions from international schools. Oxford Review of Education, 26, 107–123.CrossRefGoogle Scholar
  12. Hayden, M., & Thompson, J. (1998). International education: Perceptions of teachers in international schools. International Review of Education, 44, 549–568.CrossRefGoogle Scholar
  13. Hayden, M., & Thompson, J. (Eds.). (2011a). Taking the IB diploma programme forward. Woodbridge: John Catt Educational Ltd.Google Scholar
  14. Hayden, M., & Thompson, J. (Eds.). (2011b). Taking the MYP forward. Woodbridge: John Catt Educational Ltd.Google Scholar
  15. Hayden, M., & Thompson, J. (Eds.). (2012). Taking the IPC forward: Engaging with the international primary curriculum. Woodbridge: John Catt Educational Ltd.Google Scholar
  16. Helsper, W., Krüger, H. H., Dreier, L., Keßler, C. I., Kreuz, S., & Niemann, M. (2016). International orientierte höhere Schulen in Deutschland. Zwei Varianten von Internationalität im Wechselspiel von Institution und Schülerbiografie. Zeitschrift für Erziehungswissenschaft, 19, 705–725.CrossRefGoogle Scholar
  17. Hill, I. (2000). Internationally-minded schools. International Schools Journal, 10, 24–37.Google Scholar
  18. Hornberg, S. (2010). Schule im Prozess der Internationalisierung von Bildung. Münster, New York, München, and Berlin: Waxmann.Google Scholar
  19. Hornberg, S. (2012). Internationale Schulen. In H. Ullrich & S. Strunck (Eds.), Private Schulen in Deutschland (pp. 117–130). Wiesbaden: VS Verlag.CrossRefGoogle Scholar
  20. Hornberg, S., & Pawicki, M. (2016). Transnationale Bildungsräume am Beispiel von IB World Schools. Paper presented at Deutsche Gesellschaft für Erziehungswissenschaft 25th Conference: Räume für Bildung. Räume der Bildung, 13–16 March 2016, University of Kassel, Kassel, Germany.Google Scholar
  21. Howard, A., Polimeno, A., & Wheeler, B. (2014). Negotiating privilege and identity in educational contexts. New York: Routledge.Google Scholar
  22. International Baccalaureate Organization (IBO). (2015). Become an IB world school. Retrieved July 27, 2015, from http://www.ibo.org/en/become-an-ib-school/
  23. Kanan, H. M., & Baker, A. M. (2006). Influence of international schools on the perception of local students in individual and collective identities, career aspirations and choice of university. Journal of Research in international Education, 5, 251–266.CrossRefGoogle Scholar
  24. Keßler, C. (2016). Migrationsgeschichten, Anwahlmotive und Distinktionsprozesse von Schülerinnen und Schülern einer Internationalen Schule – Herausforderungen einer wissenschaftlichen Annäherung. In H. H. Krüger, C. Keßler, & D. Winter (Eds.), Bildungskarrieren von Jugendlichen und Peers an exklusiven Schulen (pp. 167–189). Wiesbaden: Springer.Google Scholar
  25. Keßler, C., Krüger, H. H., Schippling, A., & Otto, A. (2015). Envisioning world citizens? Self-presentations of an international school in Germany and related orientations of its pupils. Journal of Research in International Education, 14, 114–126.CrossRefGoogle Scholar
  26. Koh, A. (2014). Doing class analysis in Singapore’s elite education: Unravelling the smokescreen of ‘meritocratic talk’. Globalisation, Societies and Education, 12, 196–210.CrossRefGoogle Scholar
  27. Köhler, S. M. (2012). Freunde, Feinde oder Klassenteam? Empirische Rekonstruktionen von Peerbeziehungen an globalen Schulen. Wiesbaden: VS Verlag.CrossRefGoogle Scholar
  28. Krüger, H. H., Keßler, C. I., & Schippling, A. (2016). Shaping privileged perspectives? World citizenship and transnational biographies in the context of international education at an exclusive school. Paper presented at: 2016 European Conference on Education: Education and Social Justice: Democratising Education, 29 June–03 July 2016, Brighton, UK.Google Scholar
  29. Masschelein, J., Simons, M., Bröckling, U., & Pongratz, L. (Eds.). (2007). The learning society from the perspective of governmentality. Malden, MA: Blackwell.Google Scholar
  30. Maxwell, C., & Aggleton, P. (2010). The bubble of privilege. Young, privately educated women talk about social class. British Journal of Sociology of Education, 31, 3–15.CrossRefGoogle Scholar
  31. Maxwell, C., & Aggleton, P. (Eds.). (2013). Privilege, agency and affect. London: Palgrave Macmillan.Google Scholar
  32. Mehan, H., Villanueva, I., Hubbard, L., & Lintz, A. (1996). Constructing school success. The consequences of untracking low achieving students. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
  33. Murphy, E. (2000). Questions for the new millennium. International Schools Journal, 11, 5–10.Google Scholar
  34. Nohl, A. M., Schittenhelm, K., Schmidtke, O., & Weiß, A. (Eds.). (2009). Kulturelles Kapital in der Migration. Hochqualifizierte Einwanderinnen und Einwanderer auf dem Arbeitsmarkt. Wiesbaden: VS Verlag für Sozialwissenschaften.Google Scholar
  35. Phillips, J. (2002). The third way. Lessons from international education. Journal of Research in International Education, 1, 159–181.CrossRefGoogle Scholar
  36. Reay, D. (2004). It’s all becoming habitus: Beyond the habitual use of habitus in educational research. British Journal of Sociology and Education, 25, 431–444.CrossRefGoogle Scholar
  37. Reckwitz, A. (2004). Die Kontingenzperspektive der ‘Kultur’. In F. Jaeger & J. Rüsen (Eds.), Handbuch der Kulturwissenschaften. Band 3: Themen und Tendenzen (pp. 1–20). Stuttgart and Weimar: Klett.Google Scholar
  38. Resnik, J. (2012). Sociology of international education. An emerging field of research. International Studies in Sociology of Education, 22, 291–310.CrossRefGoogle Scholar
  39. Song, J. J. (2013). For whom the bell tolls: Globalisation, social class and South Korea’s international schools. Globalisation, Societies and Education, 11, 136–159.CrossRefGoogle Scholar
  40. Ullrich, H. (2014). Exzellenz und Elitebildung in Gymnasien: Traditionen und Innovationen. In H. H. Krüger & W. Helsper (Eds.), Elite und Exzellenz im Bildungssystem. Nationale und internationale Perspektiven (Zeitschrift für Erziehungswissenschaft special issue 19) (pp. 181–202). Wiesbaden: VS Verlag.Google Scholar
  41. Zymek, B. (2015). Kontexte und Profile privater Schulen. Internationaler Vergleich lokaler Angebotsstrukturen. In M. Kraul (Ed.), Private Schulen (pp. 79–98). Wiesbaden: VS Verlag.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Catharina I. Keßler
    • 1
  • Heinz-Hermann Krüger
    • 2
  1. 1.Institut für ErziehungswissenschaftGeorg-August-Universität GöttingenGöttingenGermany
  2. 2.Institut für PädagogikMartin-Luther-Universität Halle-WittenbergHalleGermany

Personalised recommendations