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Coles A Framework for Researching International Schooling and the Baccalaureate: Towards Reflexive Practice at Village Green Shopping Centre in Vernon, BC
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Guiding scholars to think about international education as a field of research as opposed to practice, this book addresses the rapidly evolving yet increasingly distinct fields of international schooling and the International Baccalaureate (IB), ultimately introducing reflexive practice as an essential framework for research in both areas.
Critically examining how the IB has come to dominate the field and overshadow other models of international education, the book draws on narrative reflections, qualitative data from over 100 doctoral dissertations, and conversations with practitioner-researchers to suggest a basis for greater reflexivity within international research practices. Chapters analyse international schools and IB programmes across private and state contexts as sites of research, discuss multiculturalism and IB research in global contexts and highlight unique ethical considerations when conducting international research. Drawing on this analysis, the book equips researchers with practical techniques and guiding questions for navigating the field.
Calling for a reassessment of the relationship between the IB and international schools, this book will be invaluable for doctoral students in the field of education research methods, as well as those in international and comparative education. Established scholars and academics involved in reflexivity, along with schools and schooling more broadly, will also find the volume of use.
Guiding scholars to think about international education as a field of research as opposed to practice, this book addresses the rapidly evolving yet increasingly distinct fields of international schooling and the International Baccalaureate (IB), ultimately introducing reflexive practice as an essential framework for research in both areas.
Critically examining how the IB has come to dominate the field and overshadow other models of international education, the book draws on narrative reflections, qualitative data from over 100 doctoral dissertations, and conversations with practitioner-researchers to suggest a basis for greater reflexivity within international research practices. Chapters analyse international schools and IB programmes across private and state contexts as sites of research, discuss multiculturalism and IB research in global contexts and highlight unique ethical considerations when conducting international research. Drawing on this analysis, the book equips researchers with practical techniques and guiding questions for navigating the field.
Calling for a reassessment of the relationship between the IB and international schools, this book will be invaluable for doctoral students in the field of education research methods, as well as those in international and comparative education. Established scholars and academics involved in reflexivity, along with schools and schooling more broadly, will also find the volume of use.
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