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What are international schools intrinsically?




Under the impact of the economic globalization in the modern world, it leads to the tendency of  the international education, which is the major characteristics of the development and reformation of education. The international schools, which appeared in the 1920s, have developed vigorously all over the world. However, when it comes to the nature which distinguishes international schools from national schools? The answers may be diverse. Does the location of the school or the diversity in the identity of students, teachers and curricula hold the key? Or the educational ideology holds the key? Can a national school be called as an “international school”? Does an international school provide international education? The answers to all of these questions are all closely related to the nature of international schools. This paper will focus on three dimensions: students, teachers and curricula, hoping to find out the answer to the question “What are international schools intrinsically?”

Background-what is an international school? 背景

国际学校作为一类教育机构,在上世纪20年代,西方国家的侨民人数急剧增加,国际学校的学生大多来自不同的地区,不同的国家的子女,并有各自的文化教育背景,然而国际教育为个地方的家庭提供了一个受欢迎的选择。本部分将介绍国际教育的产生和现状。主要从现状和办学理念分类 特点等方面进行介绍和分析。

International schools, as a category of educational institutions, emerged in the 1920s alongside a dramatic increase in the number of expatriate westerners sojourning in foreign countries. International schools were initially mostly oriented towards the children of foreigners who came from different regions and countries and have their respective cultural and educational background. However, international schools also present a popular schooling option for some local families. This part will introduce and analyze the emergence and status quo of international schools, mainly the aspects of the concept, the idea of running schools, the classification, the characteristics and the status quo of the development of the international school.

Analyze the factors of the diversity in the students identities in international schools

This chapter mainly analyses the root cause contributing to the diversity in the students identities in international schools, which is the most intuitive reflection of the international school. This paragraph will illustrate the occurrence of the international students from two factors of immigration and policy.

Immigration-because of immigration, it causes the great population movement around the world. Some children are forced to followed their parents to a unfamiliar place. Language barrier is the most serious problem for the children to study, so the international school is their best choice. This is the basic reason that there are many students with different nationality in international school.

Policy-some governments encourage and support their local students to study abroad because through this way, these students will learn some advanced ideas and knowledge from developing countries.

According to the analysis in these two factors, it can be seen that the existence of international schools is to satisfy the need of intercultural education and facilitate the integration of different cultures and educations.

Analyze the factors of the diversity in the students identities in international schools

Based on the above analysis, it can be concluded that the immigration and the policy advocating the students to study abroad is the factor contributing to the occurrence of international schools. Consequently, in order to satisfy the need of students from different countries, international schools have to hire teachers with corresponding background. Under this kind of international environment, it will help them gradually become international awareness. As a consequence, the diversity in the identities of teachers is to meet the need of cultural differences in international schools and integration of intercultural education.

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