Translations of the 'International' as a Silent Partner in International Education

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The international school’s definition of ‘international’ is an essential part of the school’s ‘institutional habitus’, which, as a silent partner, contributes to the construction of international subjects and experiences therein. Using discourse analysis of interview data, this paper discusses the conceptualisations of internationalism and the ways these are translated in the ethos of two dissimilar international schools in Finland and France. Despite the different emphases and choices on the path of internationalism, these seem to lead to the same destination in terms of the purported student outcome.
Original languageEnglish
Article number2
Pages (from-to)7-17
Number of pages11
JournalWorld Studies in Education
Issue number2
Publication statusPublished - 2015
MoE publication typeA1 Journal article-refereed


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