International Education in the K-12 Sector: Topics, Trends and Tensions
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| Title: | International Education in the K-12 Sector: Topics, Trends and Tensions |
|---|---|
| Language: | English |
| Authors: | Merli Tamtik, Connie Lam James |
| Source: | Springer. 2025. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: http://www.springer.com |
| Peer Reviewed: | N |
| Page Count: | 268 |
| Publication Date: | 2025 |
| Document Type: | Book Collected Works - General |
| Education Level: | Elementary Secondary Education High Schools Secondary Education |
| Descriptors: | Elementary Secondary Education, International Education, Foreign Countries, Educational Trends, Cultural Influences, Decolonization, Student Mobility, Confucianism, Culturally Relevant Education, Arabs, International Schools, High Schools, Developing Nations, Minority Group Teachers, Foreign Students, Second Language Learning, Public Education, Study Abroad, Family Environment, Career Pathways, Organizational Culture |
| Geographic Terms: | Finland, Italy, Canada, China |
| DOI: | 10.1007/978-3-031-89677-4 |
| ISBN: | 978-3-031-89676-7 |
| Abstract: | This edited volume focuses on K-12 international education in a global context and examines trends, emerging topics, and prevalent tensions. It considers the rapidly growing phenomenon across a variety of country contexts in a way that can convey both empirical evidence and insights into theorization and practical debates. Contributors touch upon a range of emerging trends in K-12 international education globally, including student mobility, curriculum design, language learning, methodological considerations, and policy considerations through a holistic and comprehensive approach. The book also applies a critical decolonial lens in examining K-12 international education by inviting readers to think critically about issues of power, privilege, equity, and social justice in trying to foster a more informed and socially responsible approach to international education. Ultimately, the book attempts to move beyond a one-size-fits-all approach in order to embrace the complexity of issues that emerge from international education involving vulnerable populations. The book is grounded in institutional theory, which allows to explore the complex web of institutional norms, values, and behaviors that are shaping the experiences through international education across the different chapters in this volume. As an edited volume, authored by academic experts and practitioners from around the world, this book provides the most recent and up-to-date account on documenting developments related to K-12 international education internationally. Through contributing significant evidence across international contexts, the book raises new questions and offers new perspectives to the field, opening conversations both within and across governments and non-governmental stakeholders such as educators, students and parents. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED677071 |
| Database: | ERIC |
| Abstract: | This edited volume focuses on K-12 international education in a global context and examines trends, emerging topics, and prevalent tensions. It considers the rapidly growing phenomenon across a variety of country contexts in a way that can convey both empirical evidence and insights into theorization and practical debates. Contributors touch upon a range of emerging trends in K-12 international education globally, including student mobility, curriculum design, language learning, methodological considerations, and policy considerations through a holistic and comprehensive approach. The book also applies a critical decolonial lens in examining K-12 international education by inviting readers to think critically about issues of power, privilege, equity, and social justice in trying to foster a more informed and socially responsible approach to international education. Ultimately, the book attempts to move beyond a one-size-fits-all approach in order to embrace the complexity of issues that emerge from international education involving vulnerable populations. The book is grounded in institutional theory, which allows to explore the complex web of institutional norms, values, and behaviors that are shaping the experiences through international education across the different chapters in this volume. As an edited volume, authored by academic experts and practitioners from around the world, this book provides the most recent and up-to-date account on documenting developments related to K-12 international education internationally. Through contributing significant evidence across international contexts, the book raises new questions and offers new perspectives to the field, opening conversations both within and across governments and non-governmental stakeholders such as educators, students and parents. |
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| ISBN: | 978-3-031-89676-7 |
| DOI: | 10.1007/978-3-031-89677-4 |
