scholarly journals Interview with Kavita Ezekiel Mendonca

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Basudhara Roy ◽  
Jaydeep Sarangi
Keyword(s):  
American Literature ◽  
Advanced Placement ◽  
Short Fiction ◽  
International Schools ◽  
International School ◽  
Teaching English ◽  
Jewish Family ◽  
Master's Degrees ◽  
Career Counsellor ◽  
Bene Israel

Kavita Ezekiel Mendonca was born in Bombay to Prof. Nissim Ezekiel and Daisy Ezekiel. She was raised in a Bene-Israel Jewish family in Bombay, India.* She attended Queen Mary’s School, St. Xavier’s College, Bombay University and Oxford Brookes University, U.K. She holds Bachelor’s and Master’s degrees in English, American Literature and Education. Her career spanned over four decades in Indian colleges, American International Schools and Canada, teaching English, French and Spanish. She also held the position of Career Counsellor at the International School in India, where she taught Advanced Placement and other courses in English for sixteen years.She is a published poet. Her first book, Family Sunday and other Poems, was published in 1989, with a second edition in 1990. She has read her poems over All India Radio Bombay, and her poems have also appeared in Poetry India, SETU Magazine, Muse India and Destiny Poets, UK, to name a few. She has her poetry page at https://www.facebook.com/kemendoncapoetry.Kavita also writes short fiction. Her work is strongly influenced by her father’s work. (The late Nissim Ezekiel was an eminent poet, well-known in India and overseas). She lives in Calgary, Canada, with her family.This interview was conducted via emails in the rainy days of June 2020.

Integrating UNSDG in International School’s Curriculum: Nurturing a Sustainable Society in Malaysia

GIS Business ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 194-212
Author(s):  
Urish Wynton Pillai Thomas ◽  
Dr. Syriac Nellikunnel Devasia ◽  
Dr Parameswaran Subrmanian ◽  
Dr Maria Josephine Williams ◽  
Dr Hanim Norza Baba
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
International Schools ◽  
School Curriculum ◽  
International School ◽  
Full Time ◽  
Sustainable Society ◽  
Development Goals ◽  
The Impact ◽  
Nonparametric Correlation

The purpose of this study is to evaluate the impact of integrating Sustainable Development Goals (SDG) into International School Curriculum, and to adapt Education for Sustainable Development using Ajzen’s theory of planned behaviour, Roger’s diffusion of innovation theory and Stern’s value belief norm (VBN) theory to nurture a sustainable society. The study narrowed five development goals; Zero Hunger (SDG 2), Clean Water and Sanitation (SDG 6), Sustainable Cities and Communities (SDG 11), Climate Change (SDG 13) and Life on Land (SDG 15) to evaluate the impact towards international school’s curriculum in order to nurture a sustainable society. Data was collected from 105 teachers from 5149 full time teachers in International Schools in Malaysia. The questionnaire focusses on indicators from Sustainable Development Goals and funnelled down to understand whether these indicators will impact the objective of these research, which is to nurture a sustainable society through integrating SDGs in International School Curriculum. The data was analyzed through SPSS application where correlation test were conducted and produce nonparametric correlation results in p<0.001 which indicate a very high significant of relationship between SDGs and sustainable society.

scholarly journals Policy Challenges for Administrators and Teacher Librarians in International Schools

2021 ◽  
Author(s):  
Artemida Kabashi
Keyword(s):  
Policy Development ◽  
Positive Impact ◽  
International Schools ◽  
School Administrators ◽  
School Setting ◽  
The United States ◽  
International School ◽  
Third Culture ◽  
School Librarians ◽  
Teacher Librarians

Policy development stands at the heart of running a successful library and having a positive impact on student literacy and overall achievement. This paper reports on the policy challenges that face librarians, teachers and school administrators in international schools, and provides the results of a case study from the Quality International School in Tirana, Albania. More over it provides a synthesis of the literature review on policy standards in international schools and the United States, and their impact on third world culture student achievement and success. Most of the achievements of students in international schools have more recently been studied under the scope of “third culture.” This paper, examines student access to policy and overall achievement within the context of “third culture” as a phenomenon. The paper also focuses on the importance of media selection, censorship, copyright and technology, as evidenced from interviews of school librarians, teachers and administrators at the Tirana International School. One of the central challenges in international schools remains the lack of centralized guidelines that support the institution’s library mission and vision. In order for libraries to thrive in an international school setting, communication at the onset of policy development between staff, teachers, librarian(s) and administrators is key.

scholarly journals Writing Arab-American Identity Post 9/11

1970 ◽  
pp. 59-64
Author(s):  
Carol Fadda-Conrey
Keyword(s):  
American Literature ◽  
Short Fiction ◽  
American Identity ◽  
Arab American ◽  
American Fiction ◽  
The Us ◽  
Arab American Literature

In their introduction to the first anthology of Arab-American short fiction, Dinarzad’s Children: An Anthology of Contemporary Arab American Fiction, editors Pauline Kaldas and Khaled Mattawa (2004) comment on the inextricable link between the global political repercussions triggered by the events of 9/11 and the need to assert Arab-American literature on the US literary map.

scholarly journals Frontiers of cosmopolitanism: Educational enclaves and the extractive roots of international schools

2021 ◽  
pp. 0308275X2110596
Author(s):  
Matthieu Bolay ◽  
Jeanne Rey
Keyword(s):  
Political Economy ◽  
Social Economic ◽  
International Schools ◽  
International School ◽  
Ethnographic Research ◽  
International Teachers ◽  
Spatial Practices ◽  
School Sector ◽  
Shed Light ◽  
Do So

This article situates international expatriate schools in their cultural and political economy by drawing attention to the tensions between a cosmopolitan educational ethos and processes of social, economic and legal enclavement. Based on extensive multi-sited ethnographic research in the international school sector, we show how cosmopolitan claims of openness mirror a relative closure and ‘offshore-like’ enclavement. To do so, we build upon the notions of modularity and extractivism, which we use as heuristics to analyse social and spatial practices of defining boundaries. Gazing beyond the main foundational myth of international schools, we first outline their concomitant extractive roots. Second, we shed light on the conditions of international teachers’ circulation worldwide. Third, we examine the territorial entanglements and disentanglements that characterise international schools. Finally, we investigate the tensions induced by a cosmopolitan educational ethos whose discourse of inclusion is inevitably paired with practices of exclusion.

The Great Asian International School Gold Rush: an economic analysis

2017 ◽  
Vol 16 (2) ◽  
pp. 131-146 ◽  
Author(s):  
Denry Machin
Keyword(s):  
Economic Analysis ◽  
International Schools ◽  
International School ◽  
Gold Rush ◽  
Student Recruitment ◽  
Economic Data ◽  
Recruitment And Retention ◽  
School Competition ◽  
Fierce Competition ◽  
Market Pressures

The number of international schools is growing, especially in Asia. This presents competitive challenges; most obviously for student recruitment and retention. However, demand for places at these schools is also growing. As a result, while international schooling may feel competitive, aggregate economic data show that growing numbers do not axiomatically equate to fierce competition; many schools enjoy benign market pressures. This observation, the paper concludes, encourages a more nuanced view of international school competition across Asia – and of its gold rush conditions.

The gendered international school: barriers to women managers’ progression

2016 ◽  
Vol 58 (3) ◽  
pp. 328-338 ◽  
Author(s):  
Ruth Elizabeth Sanderson ◽  
Stephen Whitehead
Keyword(s):  
Women Managers ◽  
International Schools ◽  
Hierarchical Structures ◽  
International School ◽  
Leadership Positions ◽  
Content Type ◽  
Self Confidence ◽  
Gendered Leadership ◽  
Organisational Behaviour ◽  
School Barriers

Purpose – The purpose of this paper is to examine the barriers women identify to their promotion in international schools and also the ways in which women can overcome these barriers. Design/methodology/approach – The field of enquiry is international schools, with the study drawing on qualitative research. The researchers interviewed 11 women from a leading international school in Seoul, South Korea. Findings – The women interviewed provided rich qualitative data and identified a number of barriers relating to culture, including gender stereotyping and self-confidence issues, and organisational behaviour, including the lack of a work-life balance and the patriarchal and hierarchical structures in place. The suggested ways in which women could overcome the barriers included building self-confidence and seeking mentoring. Practical implications – The women also developed a list of factors that any woman would need to contemplate if she is thinking about applying to be a senior manager, including qualifications, communication skills and acknowledging, tolerating and overcoming gender unfairness, in that men do not need to think about the same issues when seeking leadership positions. Originality/value – This paper examines an area of gendered leadership that has received little critical academic scrutiny, international schools and is particularly valuable to women working in these schools. However, its scope extends to all international school leaders who seek to improve the effectiveness of their organisations by employing and promoting the best leaders available.

scholarly journals A phenomenological study of gifted cross-cultural kids at an international school : exploration of intersecting identities

2020 ◽  
Author(s):  
◽  
Seth Jaeger
Keyword(s):  
Cognitive Abilities ◽  
Phenomenological Study ◽  
International Schools ◽  
Gifted Students ◽  
International School ◽  
Cross Cultural ◽  
Third Culture ◽  
Cross Culture ◽  
Third Culture Kid ◽  
Gifted Program

There are several common characteristics between cross-cultural students and gifted students (Gallagher, 2019; Sheard, 2008). At the same time, there is limited research into practices of international schools when identifying and supporting these highly-mobile gifted students (Gallagher and Curtain, 2017; Robinson, 2006). This lack of evidence suggests that many international schools do not cater for the needs of culturally and linguistically (CLD) gifted students by offering tailored programs for differentiation. Framed within the Third Culture Kid (TCK) identity construct, this phenomenological study investigates the experiences of identified gifted students who are being educated in an elite American-curriculum international school in South America. Utilizing qualitative data, this study seeks to answer the following question: how do gifted Cross-Cultural Kids understand the intersection of their gifted and cross culture identities? This study contextualizes that question inside the organizational environment of the school that used selection criteria based on the Cognitive Abilities Test (CogAT), the Measures of Academic Progress (MAP), and the Renzulli Scales for Rating the Behavioral Characteristics of Superior Students (RSRBCSS) for a gifted program. Through maximum variation sampling, 9 gifted third-culture students from middle and high school who have spent a portion of their academic careers in international schools were selected for interviews.

scholarly journals The Innovative Application of Principal's Leadership Art and Leadership in International School management

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Jingxi Lu
Keyword(s):  
Principal Leadership ◽  
Management System ◽  
International Schools ◽  
School Management ◽  
International School ◽  
Current Situation ◽  
Actual Situation

At present, most schools adopt the principal management system. In the International Campus, the principal's leadership has a great impact on the quality of school operation. Headmasters must combine the actual situation and use of international schools, and lead in an innovative way to better promote the development of international schools. Therefore, this paper analyzes the current situation and importance of principal leadership and leadership art in international school management, and discusses the innovative application strategies of principal leadership art and leadership in international school management.

scholarly journals Teaching Islam in an International School: A Bourdieusian Analysis

Religions ◽  
2020 ◽  
Vol 11 (7) ◽  
pp. 338
Author(s):  
Mohammed Adly Gamal
Keyword(s):  
Social Capital ◽  
Cultural Capital ◽  
International Schools ◽  
International School ◽  
Global Citizens ◽  
Islamic Studies ◽  
Religious Capital ◽  
School Based ◽  
Pedagogical Skills ◽  
Teaching Setting

Recent years have witnessed the burgeoning growth of international schools in Qatar, where Islamic Studies is a statutory subject for all schools. This paper aims to investigate how Islamic Studies teachers navigate an internationalized setting where there is dissonance between local and global educational priorities. International schools aim to forge global citizens who perceive their identity in terms of global rather than religious belonging. To examine how Islamic Studies teachers view their work in such a setting, a qualitative study was conducted in an international school based in Qatar. The study employs Bourdieu’s concepts of religious capital and field to explore how the Islamic teachers’ pedagogical skills and knowledge are valued in a non-Islamic teaching setting. The study concludes that the international schooling field allowed Islamic Studies teachers to transform their religiosity into social capital, but they failed to convert their Islamic knowledge into cultural capital. However, Islamic Studies teachers positively view their work in internationalized milieu. They think that the international schooling field can help them to accumulate different forms of capital that are prized in Qatar.

scholarly journals International school principals: Routes to headship and key challenges of their role

2019 ◽  
Vol 48 (6) ◽  
pp. 1007-1025 ◽  
Author(s):  
Lucy Bailey ◽  
Mark T Gibson
Keyword(s):  
School Leadership ◽  
Cultural Differences ◽  
School Principals ◽  
International Schools ◽  
International School ◽  
School Leader ◽  
Extensive Literature ◽  
Senior Leadership ◽  
Structured Interviews

Although there is an extensive literature across a range of national contexts concerning the evolving role of the school leader, little has been written about the rapidly expanding world of international school leadership. This paper focuses on the top tier of leadership of international schools by drawing on semi-structured interviews with 12 school principals in Malaysia, during which they reflected on the nature of their job and the routes they had taken to headship. It is argued that although the overwhelming majority had taken a school leadership qualification and found elements helpful, they felt that it did not adequately prepare them for their role. Several ways in which international school leadership differs significantly from educational school leadership in other contexts are identified, with principals needing to pay attention to loneliness, transience, cultural differences, governance, business elements, and managing school composition. By identifying key challenges faced by international heads, and by charting the paths that individuals take towards headship, this article seeks to understand the nature of senior leadership in international schools.

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