Internationalisation in practice in Australian independent secondary schools: a global-local nexus?

The phenomenon of internationalisation of education in the twenty-first century has developed more rapidly and has been the subject of more research in higher education than in the schooling sector. This paper conducts a comparative analysis of the perspectives of school leaders, teachers and studen...

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Bibliographic Details
Published in:Compare 2017-03, Vol.47 (2), p.148-162
Main Authors: Fielding, Mark, Vidovich, Lesley
Format: Article
Language:English
Subjects:
21st century
Administrator Attitudes
Case Studies
Comparative Analysis
Comparative Education
context-specific policies and practices
cosmopolitanism
Critical theory
Cultural literacy
Education policy
Educational Research
Educational Theories
Equity
Expectations
Focus Groups
Foreign Countries
Global Approach
global-local nexus
Globalisation
Globalization
Higher education
Instructional Leadership
intercultural competence
International education
Internationalisation
Interpersonal Competence
Interpretivism
Multiculturalism
Multimethod techniques
Private Schools
Qualitative Research
Quantitative analysis
School leaders
School Surveys
schooling sector
Secondary education
Secondary Schools
Statistical Analysis
Student Attitudes
Students
Teacher Attitudes
Teacher Improvement
Teachers
Teaching Methods
Theory formation
Values
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Summary:The phenomenon of internationalisation of education in the twenty-first century has developed more rapidly and has been the subject of more research in higher education than in the schooling sector. This paper conducts a comparative analysis of the perspectives of school leaders, teachers and students about 'internationalisation in practice' in two case-study Australian independent secondary schools that adopted different approaches to internationalisation. Theoretical lenses of both interpretivism and critical theory were used to guide the research at different stages. Both qualitative and quantitative methods were used. Findings indicate that whilst globalisation is having a powerful impact on schools, local contextual factors such as school ethos, school resources, teacher values and parent demographics and expectations play a significant part in shaping how schools engage with internationalisation. Wider implications for equity, teacher education and further research and theory development are also discussed.
ISSN:0305-7925
1469-3623
DOI:10.1080/03057925.2016.1169158