International Education: Educating for a Global Future

International Education: Educating for a Global Future

International Education: Educating for a Global Future

International Education: Educating for a Global Future


Learning about and understanding the world in which we live has been given fresh impetus in recent years with many government sponsored initiatives around the world to foster international education. However, international education is not easily or clearly defined. The term is often used interchangeably with multicultural education or with global education. This book bridges the gap between theory, policy, and practice by providing a critical perspective on international education, and tracking and analyzing its development as a national strategy in the UK. The book examines international education's conceptual basis and explores its relationship with other concepts, such as global citizenship and interculturalism. It considers the skills and resources that assist the development of international education initiatives. It also explores the implementation of international education at the school level through case studies. The book will be of use to policy makers and practitioners, students in initial teacher education, and post-graduate programs of study for classroom practitioners and school leaders. (Series: Policy & Practice in Education - No. 26)


How can teachers help to prepare pupils for a global future that is unpredictable? This is the challenge facing all educators in the twenty-first century. World events in early years of the new century underlined the need to help young people become global citizens, responsible for and contributing to their communities, both locally and beyond. War, famine, natural disasters, economic recession and political instability in nations across the world showed the fragility of existing structures and processes. Yet advances in technology and expansion of travel also meant that the world became more accessible. As the new century dawned educators reflected on what young people needed to live in this world, leading to curricular reform with a focus on new 'capacities' or 'competences' that would help them acquire the knowledge, skills and attributes that they need for the twenty-first century.

This altered context and environment has also shifted focus to how teachers can be prepared and are equipped to deliver new curricula that have a more global focus. This has been evident in a shift away from the conceptualisation of the teacher as a subject specialist to a new model of the teacher as a leader of learning and learners – the pedagogue.

In my role as a teacher educator, my work with colleagues in designing and delivering teacher education programmes and research on teachers' time and professional practice has enabled us to conceptualise what it means to be a teacher today and to articulate a model of the classroom practitioner that is based on critical and active engagement with their profession and with education. We have argued that as the world around them changes teachers need to understand the reasons for these changes and what this means for them as educators and for the pupils in their classrooms. In Professional Development, Reflection and Enquiry (2006), we argued that

Teaching professionals need to be able to respond successfully
to change, and when necessary, to drive change within schools.
To achieve this, teachers must be secure in their understanding

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