The increased movement of people globally has changed the face of national and international schooling. Higher levels of mobility have resulted from both the willing movement of students and their families with a desire to create a better life, and the forced movement of refugee families travelling away from war, famine and other extreme circumstances. This book explores the idea that the complex connections created by the forces of globalisation have led to a diminishing difference between what were once described as international schools and national schools. By examining a selection of responses from students attending international schools in Brazil, the United Kingdom, France, Germany, the Philippines and Switzerland, the book discusses key issues surrounding identity and cosmopolitan senses of belonging. Chapters draw from current literature and recent qualitative research to highlight the concerns that students face within the international school community, including social, psychological, and academic difficulties. The interviews provide a rich and unique body of knowledge, demonstrating how perceptions of identity and belonging are changing, especially with affiliation to a national or a global identity. The notion that international students have become global citizens through their affiliation to a global rather than a national identity exhibits a changing and potentially irreversible trend. Global Identity in Multicultural and International Educational Contexts will be of key interest to researchers, academics and policy makers involved with international schooling and globalised education.

The increased movement of people globally has changed the face of national and international schooling. Higher levels of mobility have resulted from both the willing movement of students and their families with a desire to create a better life, and the forced movement of refugee families travelling away from war, famine and other extreme circumstances. This book explores the idea that the complex connections created by the forces of globalisation have led to a diminishing difference between what were once described as international schools and national schools. By examining a selection of responses from students attending international schools in Brazil, the United Kingdom, France, Germany, the Philippines and Switzerland, the book discusses key issues surrounding identity and cosmopolitan senses of belonging. Chapters draw from current literature and recent qualitative research to highlight the concerns that students face within the international school community, including social, psychological, and academic difficulties. The interviews provide a rich and unique body of knowledge, demonstrating how perceptions of identity and belonging are changing, especially with affiliation to a national or a global identity. The notion that international students have become global citizens through their affiliation to a global rather than a national identity exhibits a changing and potentially irreversible trend. Global Identity in Multicultural and International Educational Contexts will be of key interest to researchers, academics and policy makers involved with international schooling and globalised education.

This book explores the study of policies and practices in Higher Education by comparing systems, institutions, programs, innovations, results and cultures. In a rapidly changing global and international marketplace, the growth of higher education has occurred within distinct cultural contexts, meaning that change is reflected within local, regional, national and global perspectives. Using a single data methodology across countries and continents, the editors and contributors explore higher education reforms between global and local dimensions, the expansion of access and democratisation, and relevant aspects in the organisation and management of higher education. In doing so, this book arrives at an understanding of higher education at a truly intercultural level, which can lead to a deeper and more holistic understanding of policies and practices in higher education. This innovative book will be of interest and value to students and scholars of higher education across the world as well as the study of interculturality.

This book explores the study of policies and practices in Higher Education by comparing systems, institutions, programs, innovations, results and cultures. In a rapidly changing global and international marketplace, the growth of higher education has occurred within distinct cultural contexts, meaning that change is reflected within local, regional, national and global perspectives. Using a single data methodology across countries and continents, the editors and contributors explore higher education reforms between global and local dimensions, the expansion of access and democratisation, and relevant aspects in the organisation and management of higher education. In doing so, this book arrives at an understanding of higher education at a truly intercultural level, which can lead to a deeper and more holistic understanding of policies and practices in higher education. This innovative book will be of interest and value to students and scholars of higher education across the world as well as the study of interculturality.

Education without borders is divided into two sections relating to the International Baccalaureate (IB) over a forty-year-period. The first is a comparative study of the IB Diploma in Australia and Canada. Drawing heavily on the work of Bourdieu, it argues that the IB has become a provider of global cultural capital. It argues that students adopt the IB as much for the cultural capital they acquire as for its use as an entry point qualification to the worlds' most prestigious tertiary institutions. The second section draws on an innovative study on three primary schools in Montreal adopting the IB Primary Years Programme (PYP). This book allows an opportunity for critical reflection on what constitutes an international curriculum and how various schools in Canada and Australia have used this curriculum. It assesses the potential significance of this curriculum model for all schools. Bagnall's innovative research shows how important the choice of curriculum is to all players in the education game. As Bourdieu (1993, p. 5) notes," ... a feel for the game ... is not always ... obedience to rules." The book will appeal to parents, teachers, researchers and students alike.

The three Punic Wars lasted over 100 years, between 264 BC and 146 BC. They represented a struggle for supremacy in the Mediterranean between the bludgeoning land power of Rome, bent on imperial conquest, and the great maritime power of Carthage with its colonies and trading posts spread around the Mediterranean. This book reveals how the dramas and tragedies of the Punic Wars exemplify many political and military lessons which are as relevant today as when Hannibal and Scipio Africanus fought to determine the course of history in the Mediterranean.

Youth Transition in a Globalized Marketplace (YTGM) is based on the experiences of youth in a number of countries. The authors of this study are internationally recognised as leaders in the field of youth research. It deals with the increasingly complex question of youth transition. As Miles observes: "...a key term in developing any adequate understanding of young people's lifestyles is that of 'transition', the process by which young people somehow manage to reach 'adulthood'." Galland proposes a model called the 'crossing of thresholds' that define the pattern and progress of transition to adulthood. He suggests four centrally important thresholds that define the pattern and progress of transition to adulthood. These he defines as completing education/training, entry to employment, leaving home and forming a couple.