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International education and cultural heritage

Alliance or antagonism?

International Baccalaureate Research Unit, University of Bath, UK

English

Although international education is difficult to define, its promotion of cultural diversity is widely accepted. Cultural heritage is the backbone and the product of cultural histories; it is, therefore, essential to national identity construction. As international education is very diverse, its relationship with cultural heritage ranges from alliance to antagonism. How can this relationship be mapped? Does international education promote diversity or does it merely assort cultural heritage symbols? This article will suggest a theoretical framework for the dynamics of this vital relationship.

French

Bien que l'éducation internationale soit difficile à définir, le fait qu'elle mette en avant la diversité culturelle est largement consenti. L'héritage culturel est à la fois le pilier et le produit des histoires culturelles; il est, par conséquent, essentiel à la construction des identités nationales. Ütant donné que l'éducation internationale est d'une grande diversité, elle entretient avec l'héritage culturel une relation entre alliance et antagonisme. Comment définir précisément cette relation? L'éducation internationale met-elle en avant la diversité ou se contente-t-elle de présenter un assortiment de symboles issus de l'héritage culturel? Cet article propose un cadre théorique de la dynamique de cette relation vitale.

Spanish

Aunque el concepto de educación internacional es difícil de definir, el modo en que promueve la diversidad cultural está ampliamente aceptado. El patrimonio cultural constituye el pilar y, a la vez, el producto de las historias culturales. Por ello, supone un elemento esencial para la construcción de la identidad nacional. Como la educación internacional es muy diversa, su relación con el patrimonio cultural oscila desde la alianza hasta el antagonismo. 'Cómo puede plantearse esta relación? 'La educación internacional promueve la diversidad o se limita a presentar un mero conglomerado de símbolos pertenecientes a distintos patrimonios culturales? Este artículo propone un marco teórico para dar una explicación a la dinámica de esta relación esencial.

Key Words: cultural capital • cultural heritage • cultural symbols • international education • international schools • nationalism

Journal of Research in International Education, Vol. 5, No. 1, 35-56 (2006)
DOI: 10.1177/1475240906061863


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