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International education

The concept, and its relationship to intercultural education

The Grammar School, Guernsey, UK, kjames{at}grammar.sch.gg

English

This article explores the rationale for, aims of, and values underpinning ‘international education’, discusses its ‘characteristic’ features of ‘world-mindedness’ and ‘international understanding’, and considers whether these are achieved through the study of ‘international curricula’. It examines the term ‘international education’, and its field, in the light of the current, post-9/11 socio-political situation in a number of countries. It is argued that few of the values espoused in its name are exclusively internationalist in ethos, or universally-held, that the term is thus misleading in advocating all of them, and that it may therefore be reaching the end of its useful life.

French

Cet article explore les fondements, les objectifs et les valeurs à la base de l''éducation internationale', discute de ses aspects 'caractéristiques' à savoir la 'sensibilité internationale' et la 'compréhension internationale' et considère si celles-ci sont atteintes par le biais de 'programmes d'études internationaux'. L'article examine également le syntagme 'éducation internationale', ainsi que ses domaines, dans le contexte socio-politique actuel de 'l'après 11 septembre' dans un certain nombre de pays. Il y est avancé que très peu des valeurs embrassées en son nom relèvent d'une philosophie exclusivement internationaliste ou sont universellement partagées, qu'en se revendiquant de toutes ces valeurs, ce syntagme est trompeur et qu'il a donc peut-être atteint la fin de sa durée de vie utile.

Spanish

Este artículo explora los principios, los objetivos y los valores que constituyen la base de la 'educación internacional', analiza sus aspectos 'característicos' a saber, la 'mentalidad internacional' y el 'entendimiento internacional' y cuestiona si éstos se logran por medio del estudio de 'currículos internacionales'. El artículo examina el sintagma 'educación internacional', así como el aŽmbito que representa, en el contexto socio-político actual (posterior al 11 de septiembre de 2001) en diversos países. El autor arguye que pocos de los valores asociados a dicho sintagma derivan de una filosofía exclusivamente internacionalista o son universalmente compartidos, y que, por tanto, al reivindicar todos los valores, el sintagma es engañoso y puede, por ello, estar acercaŽndose al final de su vida útil.

Key Words: cosmopolitanism • intercultural education • interculturalism • international curriculum • international education • values

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