28 SES 10, Sociologies of Mobile Students and Teachers
Processes connected with globalization, such as the increasing flows of people across countries, the global economy, the global job market, and the diffusion of neoliberal education policies contribute to the development of international education in many countries. The Israeli-French School, founded in 2007 in the Mikve-Israel campus near Tel Aviv, exemplifies this growing world tendency.
The international school system for global and indigenous elites is developing rapidly in order to keep pace with the growing number of global workers needed for multinational corporations (MNCs) and non-governmental organizations (NGOs) (Lauder 2007). International schools provide credentials that will ensure social mobility and access to the global marketplace to wealthy families’ children (Phillips 2002:166). More specifically, cosmopolitan and international capital has become an integral component in the set of competencies considered to provide a competitive edge and to be required for effective citizenship in the 21st century (Yemini 2012). International education, through multiculturalism, instills into students the dispositions that match the competencies required for the global job market (Mitchell 2007, Resnik 2008, 2009). But international schools, a new actor in educational markets (Maroy 2006) should also be understood with reference to the larger context of neo-liberal marketisation policies and the loss of confidence of middle class parents in the public sector (Doherty 2009).
The Israeli-French high school was the product of a political project, the initiative of the French and Israeli governments as a means to strengthen the French-Israeli cultural relationships. The educational cooperation between the Israeli and French Ministries of Education has resulted in an international middle and high school with two tracks: the Israeli track conducted in Hebrew according to the curriculum of the Israeli Ministry of Education leading to the bagruyot (Israeli final examinations) and the French track conducted in French leading to the French baccalauréat.
This case study intended to respond to the following questions:
- Who were the global and local actors that contributed to the creation of the school and what were their different motivations? (political leaders, global NGOs, etc.)
- Who are the students recruited to the school and what are their parents’ motivations for sending them to an international private school?
- What type of international education is provided at the Israeli-French school?
- What are the main conflicts and tensions that emerge in the school because of the double tracking and its bi-cultural setting (Israeli and French)?
Doherty, Catherine (2009) The appeal of the International Baccalaureate in Australia's educational market: a curriculum of choice for mobile futures. Discourse: Studies in the Cultural Politics of Education, 30, 1:73 – 89. Lauder, H. (2007). International schools, education and globalization: Towards a research agenda. In M. Hayden, J .Levy & J. Thomson (Eds.), A handbook of research in international education (pp. 441-449). London: Sage. Maroy C. (2006) Ecole, régulation et marché. Une analyse de six espaces scolaires locaux en Europe. Paris: Presses Universitaires de France, coll. Education et sociétés. Mitchell, K. (2007). Geographies of identity: the intimate cosmopolitan. Progress in Human Geography, 31(5), 706–720. Phillips, J. (2002). The third way: Lessons from international education. Journal of Research in International Education, 1(2), 159-181. Resnik, J. (2008) The construction of the global worker through international education. In Resnik, J. (ed.) The production of educational knowledge in the global era. Sense Publishers, Rotterdam, pp. 147-157. Resnik, J. (2009) Multicultural education - Good for business but not for the state? IB curriculum and the global capitalism. British Journal of Educational Studies, 57, 3:217-244. Yemini, Miri 2012 Internationalization assessment in schools: Theoretical contributions and practical implications. Journal of Research in International Education, 11, 2: 152-164.
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