Engaging the Pedagogic
Chapter One: The Rise of International Education: Expanded Opportunities, New Complications
In 1992 I flew out of Toronto airport with a handful of suitcases, a travel guide on Ecuador, and little forethought or planning to begin my K–12 teaching career in an international school in Quito. At the time it seemed like a relatively uncommon endeavor. Fast-forwarding to the present I find myself teaching a course on ‘International Education’ for students in a teacher education pre-service program for teacher candidates interested in the possibility of teaching internationally. Some of my students have been exploring international opportunities before coming to my class. Moreover, a few of my students have already taught internationally, most often in ESL institutes or schools in Asia, and have leveraged their experiences to gain entry into our program.
Teaching internationally during the 1990s I learned about and taught one of the ‘International Baccalaureate’ (IB) programs. Upon my return to Canada, in my work as a doctoral student, I found that IB was not exclusive to the internationals schools; IB had a growing presence ‘here’ within the publicly funded school system. Although I did not originally plan on engaging international education in my doctoral research, it seemed to be an area of increasing relevance for scholars and converged with my own experience. Now, as an assistant professor at Western University, I am often confronted with the presence of the ‘internationalizing education’ (IE) movement, both ← 1 | 2 → as a set of pressures stemming from globalization and, more concretely, as a key strategic mission of my university’s desire...
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