Browsing by Subject "Intercultural understanding"

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    Forms of support and challenges to developing international-mindedness: a comparative case study within a national and an international school in Turkey
    (Routledge, 2019) Metlia, Akın; Martin, Robin Ann; Lane, Jennie Farber
    This paper uses mixed methods to explore perceptions of international-mindedness within two case study schools in Istanbul, Turkey: a national school with mostly Turkish students and an international school with students from many nationalities. Using a conceptual framework developed by an international education programme, the authors critically analyse pillars of international-mindedness: multilingualism, intercultural understanding, and global engagement. Findings reveal that the national school was striving to overcome limitations of homogeneity, while the international school struggled to address its assumptions that a heterogeneous population alone would be enough to encourage intercultural understanding. Neither school had developed clear conceptual links among multilingualism, intercultural understanding, and global engagement. Thus, deliberate efforts are needed to provide students with experiences that foster international-mindedness. Other researchers and educators can use this framework and associated methods to examine how international-mindedness is implemented in different schools in other regions of the world.
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    International mindedness in a national context: analysis of an English coursebook published by Republic of Türkiye Ministry of National Education for Grade 9
    (2024-01) Gezer, Bilge Nur
    In an era of increasing interconnectedness of the global community, fostering international mindedness has become significant for individuals. Grounded in the principles of multilingualism, intercultural understanding, and global engagement; this study aims to find out the representations of international mindedness by analyzing the Grade 9 English coursebook published by Republic of Türkiye Ministry of National Education. Through a qualitative content analysis, this research emphasizes the role of coursebooks, which are widely used at high schools in Türkiye to maintain consistency in educational content. The findings highlighted a possible relation between international mindedness and Learner Centered ideology, contributing to the holistic development of individuals who are not only academically proficient but also socially conscious and culturally sensitive to global issues. By analyzing the Grade 9 English coursebook, the research also revealed how international mindedness is integrated into the English curriculum, offering insights for educators and policymakers to raise internationally-minded individuals.