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.
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Keßler, C.I., Krüger, HH. (2018). “Being International”: Institutional Claims and Student Perspectives at an Exclusive International School. In: Maxwell, C., Deppe, U., Krüger, HH., Helsper, W. (eds) Elite Education and Internationalisation. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-59966-3_13
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DOI: https://doi.org/10.1007/978-3-319-59966-3_13
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