Conferred Cosmopolitanism: Class-Making Strategies of Elite Schools across the World
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| Title: | Conferred Cosmopolitanism: Class-Making Strategies of Elite Schools across the World |
|---|---|
| Language: | English |
| Authors: | Howard, Adam (ORCID |
| Source: | British Journal of Sociology of Education. 2021 42(2):164-178. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Advantaged, Citizenship Education, Student Mobility, Cultural Awareness, Global Approach, Educational Experience, Institutional Characteristics, Socioeconomic Status, Educational Practices, Social Class, Ethnography, School Visitation, International Schools, Boarding Schools, Day Schools, Foreign Countries, Exchange Programs, Institutional Cooperation, Higher Education, Educational Opportunities, Outcomes of Education, Student Attitudes, Leadership Training, Cultural Differences, Cross Cultural Studies, Educational Philosophy, Elementary Secondary Education, Advanced Placement Programs, Kindergarten |
| Geographic Terms: | Taiwan, Jordan, Denmark, Ghana, Chile |
| DOI: | 10.1080/01425692.2020.1866494 |
| ISSN: | 0142-5692 |
| Abstract: | Drawing on a multi-sited global ethnography of elite schools, this article explores how these institutions work to produce subjects that will thrive in a globalized world. We examine how despite a similar commitment to global citizenship education and a cosmopolitan orientation across all schools, the intersections between the transnational and national sphere continue to shape the specific futures students are being prepared for. Thus, while all schools understand cosmopolitanism as being acquired by working across difference and having international mobility experiences, the specificities of the national socio-economic contexts and the founding principles of each institution, shapes the kinds of 'leaders' being formed, which in turn differentiates the specific cosmopolitan practices being promoted. Ultimately, these elite institutions are seeking to create an elite class by conferring a cosmopolitan status on their students which will have direct convertibility for the specific futures being envisioned for them. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1295173 |
| Database: | ERIC |
| Abstract: | Drawing on a multi-sited global ethnography of elite schools, this article explores how these institutions work to produce subjects that will thrive in a globalized world. We examine how despite a similar commitment to global citizenship education and a cosmopolitan orientation across all schools, the intersections between the transnational and national sphere continue to shape the specific futures students are being prepared for. Thus, while all schools understand cosmopolitanism as being acquired by working across difference and having international mobility experiences, the specificities of the national socio-economic contexts and the founding principles of each institution, shapes the kinds of 'leaders' being formed, which in turn differentiates the specific cosmopolitan practices being promoted. Ultimately, these elite institutions are seeking to create an elite class by conferring a cosmopolitan status on their students which will have direct convertibility for the specific futures being envisioned for them. |
|---|---|
| ISSN: | 0142-5692 |
| DOI: | 10.1080/01425692.2020.1866494 |
