Problematizing ‘Global Citizenship’ in an International School

This article reports on a research project which focused on the aspirations and identities of students in an international school. Ten boys and ten girls were interviewed using semi-structured and photo-elicitation interviews. This research indicates convincingly that socio-economic background and international capital are crucial factors framing and influencing young people’s aspirations. This study shows that in the worlds of these ‘third’ and ‘fourth’ culture young people, identities are not at all ‘fragmented’, as has been previously claimed. Additionally, the participants are very similar owing to their privilege, and are not naïve about their own advantage. This study might help schools maximize on the international experiences of students to reflect on their global citizenship and altruism. This project has the possibility to help international school educators and leaders, who are active players in this culturally complex field, better support young people in their process of identity formation in a global society.

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Being at home: Global citizenship in Norwegian schools. A study of children’s poems

Linguistics Beyond and Within (LingBaW) ◽

10.31743/lingbaw.5638 ◽

2016 ◽

Vol 2 ◽

pp. 61-76

Author(s):

Susan Erdmann ◽

Barbara Gawronska

Keyword(s):

Identity Formation ◽

Semantic Analysis ◽

Global Citizenship ◽

International Schools ◽

International School ◽

Individual Identity ◽

Home Culture ◽

Host Culture ◽

Norwegian School ◽

High Degree

The paper addresses the question of self-perceived identity in children attending international schools in Norway. In this population, the distinction between “home culture” and “host culture” is no longer relevant, since most of the children represent “hyphenated” (e.g. Asian-British or American-Scandinavian) or merged nationalities and cultures. The goal of the study is to investigate how these pupils define themselves and the notion of “home”. To achieve at least a preliminary picture of the children’s self-perception, the authors have analysed poems on two topics: Me and Home, written by pupils of an international school and a Norwegian school, both informant groups aged 11-13. A semantic analysis of the poems indicates that the international school children present strong assertions of individual identity as defined against societal roles, while the Norwegian school pupils do not conceptualize identity formation as a struggle and their poems reflect a high degree of social, familial and national integration.

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Operationalising Global Citizenship Education

L’éducation en débats : analyse comparée ◽

10.51186/journals/ed.2020.10-1.e370 ◽

2021 ◽

Vol 10 (1) ◽

pp. 122-138

Author(s):

Conrad Hughes

Keyword(s):

Conceptual Understanding ◽

Citizenship Education ◽

Social Impact ◽

Global Citizenship ◽

Task Design ◽

International School ◽

Global Citizenship Education ◽

International Bureau ◽

Curriculum Framework ◽

Innovative Curriculum

This article describes the Universal learning Programme, an innovative curriculum framework designed by the International School of Geneva’s La Grande Boissière campus and UNESCO’s International Bureau of Education. The design, scope and reach of the programme operationalises Global Citizenship Education through the development of deep conceptual understanding of relevant domains, the assessment of life-worthy competences and the creation of authentic social impact. It is through this balanced synthesis of learning and innovative task design that all the precepts of Global Citizenship Education are developed and put into concrete practice. The Universal Learning Programme offers e

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