Description
The interconnected world has influenced notions of a global learning society in a global village, and many international schools around the world have embraced the concept of international-mindedness to guide their educational aims and goals so that they are aligned with a global culture. This case study will research the interpretations of international-mindedness among a select number of stakeholders at one international school in Cairo, Egypt, in order to understand how they view and define international-mindedness. By analyzing school documents, collecting field notes, and interviewing a small number of stakeholders, this qualitative case study will crystallize its findings to see if international-mindedness is a shared social construct or a number of shared social constructs. The findings from this intrinsic case study will interest educators and scholars who are concerned with how globalization and globalism have intersected with the international school or international-mindedness. The data from a natural setting of an actual international school could point to areas for future studies and articulations of international-mindedness in an interconnected world. T. Hurley, PhD: Studied General Education at Walden University. Practicing educator.
