"Walking the Talk": A Conceptualization of International Mindedness to Inform Leadership in International Schools. Issue 5 (20th October 2018)

• Record Type: Journal Article
• Authors: Tarc, Paul
• Is Part Of: Peabody journal of education. Volume 93:Issue 5(2018)
• Page Start: 486
• Page End: 499
• Publication Date: 2018-10-20
• Subjects: Education -- Periodicals; Éducation -- Périodiques; Education; Periodicals; Electronic journals; 370
• DOI: 10.1080/0161956X.2018.1515835
• Languages: English
• ISSNs: 0161-956X

Abstract

Abstract: In many of the most highly regarded international schools, international mindedness (IM) represents an overarching value orientation and a "mindset" to be developed in students. Over the last 2 decades, there has been increasing attention to both understanding and supporting IM in the explicit and formal curriculum in international schools; however, the theorization of the more implicit or hidden curriculum of international schools has been much less engaged. This article presents a broad conceptualization of IM from a synthesis of the most recent IM literature and, more specifically, digs deeper into the implicit forms of learning and subjectivity via a "post-informed" analysis of a critical anecdote of international school teaching. The article seeks to inform leaders of how they might more robustly understand IM and work to walk the talk of IM through a more open embrace of human difference and cultural conflict under complex, power-laden, and sometimes fraught social relations.