Journal für International und Interkulturell Vergleichende Erziehungswissenschaft
18. Jahrgang, 1/2012
Raum, Macht und Differenz in gesellschaftlichen Transformationsprozessen: Perspektiven der interkulturellen und vergleichenden Erziehungswissenschaft
Transnationale Bildungsräume im staatlichen Schulsystem
The International Baccalaureate Organisation (IBO), a non-profit educational foundation, offers to students aged 3 to 19 three non-national educational curricula and with the International Baccalaureate a non-national university entrance qualification for which the taker have to pay for privately. Traditionally, these educational opportunities have predominantly been offered by private international schools around the world, but today more than half of the schools offering them are state schools. In what follows, facts and figures on the IBO and students attending these educational opportunities worldwide are given, paying special attention to the situation in Germany. The neo-institutional world polity approach as it has been put forward by John W. Meyer et al. offers a theoretical frame for analyzing worldwide educational developments. Under this theoretical umbrella the nation state is regarded as the central driving force for isomorphism while the economic dimension is hardly considered. Due to this focus national border transcending dimensions in education such as those observed in the context of the IBO need to be looked at by broadening the point of reference. In this respect, it is suggested to draw on the concept of ‘transnational educational spaces’, as outlined by Adick (2005) and Hornberg (2010). The article closes by pointing to research questions arising in view of the IBO and the educational opportunities it provides for vis à vis the nation state as the central driving force for national school systems worldwide and isomorphism.
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