Abstract
International education is booming. However, because of its omnipresence and indefiniteness, the meaning of the term ‘international’ has diluted. What does ‘international’ signify in international schools, especially in relation to the subjects therein? Based on a discourse analysis of interview data, this chapter reviews the meaning of ‘international’ in two dissimilar international schools in Finland and France deploying the concept of institutional habitus. Institutional habitusis discussed through the elements interpreting it;educational status, organisational practices, and the expressive characteristics. These elements create a space, wherecertain types of identifications and experiences are encouraged and solicited. Regarding the wider discussion on education of diversities, this chapter proposes considering the concept of institutional habitus and the school-specific translations of ‘international’ as powerful silent partnersin international education.
| Original language | English |
|---|---|
| Title of host publication | Silent Partners in Multicultural Education |
| Editors | Tuija Itkonen, Fred Dervin |
| Place of Publication | Charlotte, NC |
| Publisher | Information Age Publishing |
| Pages | 93-116 |
| Number of pages | 24 |
| ISBN (Electronic) | 978-1-68123-723-7 |
| ISBN (Print) | 978-1-68123-722-0, 978-1-68123-721-3 |
| Publication status | Published - 2017 |
| MoE publication type | A3 Part of a book or another research book |