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

• 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
• ISSN: 0305-7925; 1469-3623
• DOI: 10.1080/03057925.2016.1169158

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.