Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The number of students studying outside of their country of birth is growing rapidly. While the United States of America only sends a small number of students abroad every year, high profile institutions and individuals have argued that studying abroad has become an important developmental experience in the globalized world. This effects (and will continue to effect) countries that send students as well as those that accept such students. While it is recognised that study abroad is both a business and an educational endeavour, the relative importance accorded each facet is disputed by those working and researching in the field. Some argue that to reduce study abroad to a ‗business endeavour‘ would be to remove the quintessential benefits of the experience. Nevertheless, the field (along with all education) is moving to embrace neoliberalisation. Research into the effect of this mass movement is sparse, scarcer still is research into the actual effects on students participating in this movement. This study is an analysis of the linguistic identity construction of American students shortly after a semester abroad at Stellenbosch University. Forty seven surveys were analysed to demonstrate how the way in which students construct their identities is influenced by broader practices in the field. The research shows how identities are co-constructed and suggests that the field of study abroad needs to be critically self-reflective in order to mitigate the potential negative effects of the practices they use. / AFRIKAANSE OPSOMMING: Die aantal studente wat buite hul land van geboorte studeer is vinnig besig om toe te neem. Alhoewel die Verenigde State van Amerika jaarliks slegs ʼn klein aantal studente oorsee stuur, beweer hoë profiel institute en individue dat ʼn buitelandse studiegeleentheid ʼn belangrike ontwikkelingsondervinding is in ʼn toenemend geglobaliseerde wêreld. Dit beïnvloed (en sal aanhou om te beïnvloed) beide die lande wat studente stuur en die lande waarnatoe die studente gestuur word. Hoewel dit algemeen erken word dat ʼn buitelandse studiegeleentheid beide ʼn besigheid en ʼn opvoedkundige aangeleentheid is, betwyfel navorsers en die wat in die praktyk werk die mate waartoe beide aspekte bydra tot die praktyke wat gebruik word. Sommige beweer dat om ʼn buitelandse studie geleentheid te reduseer tot ʼn besigheidsaangeleentheid, die ervaring van sy wesenlike voordele ontneem. Ten spyte van die kritiek word toenemend meer waarde geheg in die veld van 'buitelandse studie geleenthede' (saam met ander opvoedkundige kontekste) aan neoliberalisme. Navorsing wat die invloed van neoliberalisme op onderrigpraktyke ondersoek is raar, nog raarder is navorsing wat die effek van neoliberalisme op studente ondersoek. Hierdie studie analiseer die linguistiese identiteitskonstruksie van Amerikaanse studente kort na hul ʼn buitelandse studiegeleentheid van ʼn semester by Stellenbosch Universiteit voltooi het. Sewe en veertig opnames is geanaliseer om te demonstreer hoe die manier waarop studente hul identiteit konstrueer deur die praktyke in die veld beïnvloed word. Die studie dui aan dat identiteite saam gekonstrueer is en beveel aan dat die veld van 'buitelandse studiegeleenthede' krities en self-reflektief moet wees om potensiële negatiewe effekte van die praktyke wat gebruik word teen te werk.

Swedish demographics have been changing rapidly due to increased migration into the country, which is affecting the education as well. The Swedish preschool curriculum requires teachers to take into account the implications of the increase in cultural diversity of their preschools, however, the Curriculum does not provide concrete suggestions for how to work with the goals and values related to diversity. The aim of this study is to explore what it means to be an international English language school in Sweden, which has to negotiate the twin expectations of the Swedish curriculum to value cultural diversity and in the same time develop/maintain common heritage with a respect to the Swedish preschool curriculum. This case study is based on semi-structured interviews with staff members and two-day observations. Ecological Systems Theory approach has been adopted for interpreting the data. The data revealed that that the staff described various tensions related to their negotiating the demands of the curriculum together with approaches that, were used to balance or resolve these tensions. Two main themes were identified in the analysis: (1) Tools and practices used to negotiate the constraints of the Swedish curriculum and (2) The politics and practicalities of being an English-medium school, concerning language and teacher competencies. The results show that the school appropriated the Curriculum X and the DAT assessment tool, which appears to help them follow the Swedish curriculum’s goals and having them make children’s interests the leading factor in preschool activities. Furthermore, the results indicate that there are contradictions in maintaining an English-language atmosphere. Given the lack of relevant research, future research is needed to address a better understanding of what it means to be a language profile preschool in Sweden.

M.Ed. / Globalisation is a worldwide phenomenon it poses enormous challenges in the new world of work of which schools are not exceptions. As a result of globalisation the world has become small, interconnected and interdependent. The researcher argues that the interconnectedness and interdependence of the world poses a number of immeasurable challenges for South African township schools today. Therefore, a new paradigm in viewing education is eminently important to improve the South African township schools. This study focuses on reconceptualising classroom-management practices using global education trends in South African township schools. Furthermore, it presents evidence and arguments that it is significant for township schools to contribute to the creation of learning communities by offering a sound body of knowledge that enhances learners capacity and high performance. A single case study was used to explore the concept of thinking globally and acting locally whilst rethinking classroom management in township schools. The study was conducted at J.E Malepe Secondary School situated in a township called Tsakane. Data was collected through focus-group interview, observation and document analysis. A qualitative research method was employed with 6 educators as respondents for the focusgroup interview. Lincoln and Guba's (1985) model of trustworthiness of qualitative research was employed for validity and reliability of the study. The analysis in this study was carried out according to the following framework: comparing units applicable to each category; integrating categories and their properties; delimiting the construction; and using an independent coder. The following themes emerged from the analysis: the influence of globalisation on education; traditional approach versus transformational approach to classroom management practices; learnercentredness; knowledge implementation; resistance to change; and life-long learning. Findings suggested that globalisation has significant implications in managing classrooms in South African township schools; and that global .education is a critical aspect in effective classroom management. In general, this study found it is imperative that all learners be equipped with requisite skills to survive in the global village.

This study explores a form of transnational economy that involves cross border movements of students, families and business people that are motivated by education. A main objective of the study is to explore the interplay of structural factors and the agency of migrants in the development of this industry. Using interview data collected in Seoul, Korea and Vancouver, Canada, this study demonstrates that the globalization of the international education industry is not simply an economic process but a by-product of complex relations between many economic and non-economic factors. The intensification of globalization in general, and the rise of neo-liberalism in particular, have introduced macro structural changes in the political economies of both Korea and Canada that have had important implications for growth in the education industry. The role of nation-states is critical in that both Korean and Canadian national governments have delivered more relaxed policies regulating international migration and educational flows between the two countries. At the local level, both public and post-secondary educational institutions in Vancouver have become actively engaged in recruiting fee-paying international students. Ordinary migrants, both permanent residents and temporary visitors, play an important role in promoting Canadian education in the global market as well. The successful recruitment activities of local schools (and school boards) have been facilitated by Korean international education agencies operating in Vancouver. Relying on close social and cultural linkages between Korea and Canada, the transnational entrepreneurial activities of Korean immigrants demonstrate how globalization actually works in practice. With strong motivation and spatial mobility, the rising demands of Korean students and their parents have also been an important precursor of recent industrial growth. This seemingly smooth growth of the international education industry between Seoul and Vancouver, however, masks more complex dynamics of the process. I provide four critiques on taken-for-granted approaches towards neo-liberalism and economic globalization. Exploring immigrant participation at the heart of the knowledge economy (education), this study also asks if the entrepreneurial opportunities that are being cultivated by Korean-immigrants represent an innovative shift from traditional and low-level ethnic niche economies toward more lucrative opportunities. / Arts, Faculty of / Geography, Department of / Graduate

The study examined student perceptions of global issues when introduced through their Logarithms unit in the Principles of Math 12 course and student opinions regarding the suitability of the issues within the course. Through journal books, the students expressed thoughts, ideas, and concerns related to the mathematics and the global issues. With our global environment being threatened in numerous ways, a need to educate through 'responsibility' is essential. In mathematics, students require relevancy when expected to learn increasingly difficult material. The study addresses the questions of: do students concerns for global issues increase when viewed through a mathematical lens and do the students believe that the global issues have a place in the math class? The findings were varied based on individual experiences of students within the study. In summary, the majority of the students gave positive feedback towards the use of the global issues within the math class. However, there were concerns from weak and strong students and from students currently studying similar topics in Geography. As well, several ESL students expressed concerns surrounding their difficulties with the written language, and anxiety regarding their emergent academic standing. The students favoured global exposures in the math class when they were able to actively participate with a solution, and when direct links to the mathematics being studied at the time was relevant to the global issue. Conclusively, more accessible resources are required for instructors, and more time is needed in the classroom to effectively implement, for all learners, global issues in the mathematics course. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

How should we understand the lived experiences of students in an English language program at a community college? This study seeks to explore and discuss the experiences of international students as they discover and constitute cultural identities in places between languages and cultures. It suggests a link between the vibrancy of these lived experiences and an English language education program which understands the value of the lived curriculum. The text includes the narratives of three international students and the interpreting of those conversations by the researcher. Also participating in the study are the voices of teachers and the voices of writers of theory, with the researcher working in the middle, experiencing at the same time a discovering and constituting of his own cultural identity. Building on the work of postcolonial scholars of cultural theory and anthropology, the study suggests a different kind of inter-national classroom and community, one which has implications for teachers as inter-national educators. In doing so, the thesis attempts to respond to "calls for attention to international dimensions of curriculum study" (Pinar 1995) and suggests an approach to creating a different kind of theoretical and conceptual frame for language education. It is hoped that the research will open doors to new questions and avenues of study and will help in furthering our understanding of curriculum. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study argues for a transition from imperialism to internationalism in British Columbia educational thought, policy and practice from 1900 to 1939. Three contrasting and complementary internationalist orientations were dominant in British Columbia during that period. Some educators embraced an altruistic “socially transformative internationalism” built on social gospel, pacifist, social reform, cooperative and progressivist notions. This contrasted with a self-interested “competitive advantage internationalism,” more explicitly economic, capitalist and entrepreneurial. A third type was instrumental and practical, using international comparisons and borrowing to support or help explain the other two. The thesis pays special attention to province-wide developments both in government and out. These include the work of the British Columbia Teachers’ Federation (BCTF), of several voluntary organizations, and provincial Department of Education policy and programme innovations. Examples include the rise, demise, and revival of cadet training, technical education, Department curriculum policy, and the work of the Overseas Education League, the National Council on Education, the Junior Red Cross, the World Goodwill Society of British Columbia, the Vancouver Board of Trade, and the League of Nations Society in Canada. A diverse array of BCTF leaders, parents, teachers, voluntary organizations, students, educational policy makers and bureaucrats, editorialists, the general public, and the provincial government supported international education and internationalist outlooks. The argument is supported chiefly by organizational and government documents, by editorials, letters, articles, commentaries, conference reports, and speeches in The B.C. Teacher, by Department of Education and sundry other reports, by League of Nations materials, and by newspapers and other publications. Distinctive imperially-minded educational ideas and practices prevailed in British Columbia from about 1900 to the mid-1920s, whereas explicitly internationalist education notions and practices complemented or overshadowed imperial education from about 1919 to 1939. The transition from imperialism to internationalism in British Columbia education and society coincided with Canada’s industrialization in an interdependent global economy, and its maturation into an independent self governing nation within the Commonwealth and League of Nations. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This dissertation focuses on the relationship between the September 11, 2001 terrorist attacks on symbols of economic and military power in the United States and the internationalization agenda of colleges and universities. The construct, “post-9/11 syndrome,” is used metaphorically to delineate the apparent state of panic and disequilibrium that followed the incident. Three research questions were investigated, with two universities in the Miami-area of South Florida, one private and the other public, as qualitative case studies. The questions are: (a) How are international student advisors and administrators across two institutional types dealing with the “post-9/11 syndrome?” (b) What, if any, are the differences in international education after 9/11? (c) What have been the institutional priorities in relation to international education before and after 9/11? Data-gathering methods included interviews with international student/study abroad advisors and administrators with at least 8 years of experience in the international education function at their institutions, review of relevant documents, and analysis of each institution’s international student and study abroad data bases. The interviews were based on the three-part scheme developed by Schuman (1982): context of experience, details of experience and reflection on the meaning of experiences. Data collection and analysis for each institution were conducted simultaneously. Taped interviews, researcher insights, and member checks of transcripts were preserved as an audit trail to provide support for the integrity and consistency of my findings. Key findings include a progressive decline in fall to fall enrollment at the University of Miami by 13.05% in the 5 years after 9/11, and by 6.15% at FIU in the 7 post-9/11 years. In both institutions, there was an upsurge in interest in study abroad during the same period, with heavy concentration in Europe but less than 5% of enrolled students ventured abroad annually. I summarized the themes associated with the post-9/11 environment of international education as perceived by my participants at both institutions as 3Ms, 3Ts, and 1D: Menace of Anxiety and Fear; Menace of Insularity and Insecurity; Menace of Over-regulation and Bigotry; Trajectory of Opportunity; Trajectory of Contradictions; Trajectory of Illusion, Fatalism and Futility; and Dominance of Technology. Based on these findings, I recommended an integrated Internationalization At Home Plus Collaborative Outreach (IAHPCO) approach to internationalization, predicated on a post-9/11 recalibration of national security and international education as complementary rather than diametrically opposed concepts.

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The purpose of this study was to investigate motivational factors and worldview dimensions associated with perceptions of global education initiatives by college professors in the United States. The concept of "perceptions of global education initiatives" is used in this study to refer to attitudes toward institutional support for global education, internationalizing curriculum, campus and community activities to increase global awareness, and international experiences and cooperation. The term college professor in this study is used to designate full-time assistant professors, associate professors, and full professors teaching at a regionally accredited private or public four - year college or university in the United States. The sample included 418 U.S. college professors at U.S. accredited colleges and universities. Data were collected using four measures: (a) the Faculty Motivational Factors toward Global Education Survey (FMF/GES), (b) the Global Mindedness Scale (Hett, 1993), (c) the Global Education Initiatives (Genelin, 2005), and (d) a Demographic Questionnaire (DQ). The findings of this research suggest that more than two-third of participants have at least experienced another culture in addition to that of the United States. This multicultural frame of reference is favorable to a global mindedness oriented worldview. Also, the study identified U.S. faculty dominant intrinsic and extrinsic motivational factors that can influence their participation in internationalizing the curriculum, their dominant worldview dimensions, and their perceptions of global education initiatives. Analysis of variance revealed there are significant differences in intrinsic motivation of assistant professors, associate professors, and full professors. There were no significant differences in extrinsic motivation, worldview dimensions, and perceptions of global education initiatives (except for internationalizing curriculum), among assistant professors, associate professors, and full professors. Multiple regressions were run and suggested that motivational factors and worldview dimensions are significant predictors of the perceptions of global education initiatives by U.S. college professors. This study can help policy makers and college and university administrators adopt policies, which can create an environment that fosters global education engagement required to promote cross-cultural understanding, produce global competent graduates on the global market, and meet the challenges of a globally interdependent world.