The Latest from JRIE

The latest issue of the Journal of Research in International Education is out from Sage Journals. While the electronic edition of the journal is for subscribers only, here is a listing of the abstracts of the major pieces of research in the new issue:

International education and the International Baccalaureate Diploma Programme by Conrad Hughes of the International School of Geneva in Switzerland: “This article aims to look at the concepts of internationalism and international education through the lens of postcolonial theory, arguing that the fundamental aims of international education are obstructed as it remains a concept locked in the idea of the nation state that has not evolved with the ideas of major postcolonial theorists. However, through careful curricular choices within the International Baccalaureate (IB) academic programmes, international education in practice can transcend its theoretical limitations.”

The role of significant others in the intercultural learning of teachers by Katri Jokikokko of the University of Oulu in Finland: “This article examines intercultural learning as a lifelong process. The data on which the article is based consist of 10 biographical interviews in which Finnish teachers were asked to talk about their lives from the perspective of intercultural learning. The analysis of the interviews showed that other people were involved in many of the experiences being referred to, and that these individuals played an important role in the stories. This article, therefore, focuses on the role of significant others in the intercultural learning of teachers. Three roles of significant others that arose from the data are introduced: transforming attitudes towards diversity; awakening and developing intercultural awareness; and developing ethical orientation.”

Teacher-student relationships in an International Baccalaureate school in China by Yue Zhang and Ian McGrath of the the University of Nottingham in the United Kingdom: “This article describes a case study conducted at an International Baccalaureate World School in mainland China in which the majority of faculty and over 98 per cent of students are Chinese. The purpose of the study was to investigate and compare the teacher-student relationships of Chinese and non-Chinese teachers, with a specific focus on the teachers’ role and time spent with students. The study also explored students’ perspectives on any differences. The overall intention was to provide an in-depth and systematic interpretation of the nature of any differences and the reasons for these in an attempt to contribute to a better understanding of co-constructed pedagogy.”

International higher education and the mobility of UK students by Rachel Brooks of the University of Surrey in the United Kingdom and Johanna Waters of the University of Liverpool in the United Kingdom: “In the context of increasing academic interest in the internationalization of education and the international mobility of university students, this article draws on findings of a recent research project examining students from the UK as they seek higher education overseas before entering the labour market. The discussion is framed around four key themes (the importance of ‘second chances’; ‘global circuits of higher education’; ‘experiences of travel’ and ‘labour market outcomes’), which address the motivations and experiences of 85 individuals who are seriously considering or have recently obtained an international degree.”

Stakeholder experiences of a dual-language international school by Timothy Fryer of PR China in Hong Kong: “Dual-language education has many different meanings, and there is much variation to be found among international schools. Is it possible to combine both concepts to the satisfaction of all stakeholders? This article reports the findings of a qualitative study at a dual-language international school that examines the views of the students, parents and teachers/leaders on the success of the school in achieving its multiple aims.”