We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.

Durham e-Theses
You are in:

“It makes me feel like part of the world”: How children in the International Baccalaureate Primary Years Programme understand international-mindedness

JOSLIN-CALLAHAN, CAROLINE,ANNE (2018) “It makes me feel like part of the world”: How children in the International Baccalaureate Primary Years Programme understand international-mindedness. Doctoral thesis, Durham University.

PDF - Accepted Version


This thesis investigates how children learning within a Primary Years Programme international school understand international-mindedness, the goal of all International Baccalaureate programmes. Children in PYP schools are expected to develop international-mindedness as a consequence of the curriculum, yet international-mindedness is a difficult term to apprehend. It is defined through the IB learner profile, intercultural understanding, global engagement, and multilingualism, but remains a “fuzzy concept” making it difficult to assess its impact on learning. Investigating how children understand international-mindedness will help educators, and others, to ascertain the impact of international-mindedness on student’s thinking.
The research employed a qualitative phenomenographic framework and used focus group interviews and a thinking template to elicit children's views on international-mindedness. The data analysis resulted in four categories of description that represent how children understand international-mindedness. These are international-mindedness as friendship, international-mindedness as adapting to the world, international-mindedness as an outcome of social interactions, and international-mindedness as a change in thinking about yourself and the world. Underpinning these categories are three themes of expanding awareness that express the structural variations within the categories. These are 1) the contexts for the development of international-mindedness, 2) the attitudes, skills and knowledge children associate with international-mindedness, and 3) children’s thinking about themselves, others and their place in the world. The process of becoming internationally-minded occurs as children become consciously aware of the phenomenon through critical introspection of their life experiences and global realities. Through reflection on their friendships, their experiences of adapting to new situations, their social interactions with others, as well as their emerging sense of who they are vis-à-vis the world, children learn about the contexts, knowledge, attitudes, skills, and personal, social and global positioning that contribute to the development of IM, which can be enhanced through skilful educators.

Item Type:Thesis (Doctoral)
Award:Doctor of Education
Keywords:"international education"; "international mindedness"; "Primary Years Programme"; "International Baccalaureate"; "phenemenography"; "international-mindedness"
Faculty and Department:Faculty of Social Sciences and Health > Education, School of
Thesis Date:2018
Copyright:Copyright of this thesis is held by the author
Deposited On:26 Jun 2019 12:19

Social bookmarking: del.icio.usConnoteaBibSonomyCiteULikeFacebookTwitter