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

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.