Merli Tamtik – författare

In the early twenty-first century international education emerged as an almost ubiquitous concept within discussions of educational curriculum; the objectives of schools, universities, and colleges; and government policies for K–12 and higher education. Although far from a new phenomenon, many jurisdictions now view international education as a highly competitive global industry.

This book provides a comprehensive analysis of international education policy in Canada, tracing the complex history of when, how, and why it emerged as a policy area of strategic importance. Illuminating a uniquely Canadian perspective, influenced by regional interests and federal-provincial tensions, International Education as Public Policy in Canada addresses challenging questions: Why was Canada a latecomer in addressing this policy issue? What is the relationship between international education and Canadian immigration policy? How did international education develop as a major Canadian industry? The resulting essays from leading scholars contribute not only to the growing Canadian literature on international education policy but also to a critical, global conversation.

Contemplating where the Canadian story of international education is headed, International Education as Public Policy in Canada calls for a broader debate on ethical practices in internationalization, focusing on inclusion, equity, compassion, and reciprocity.

In the early twenty-first century international education emerged as an almost ubiquitous concept within discussions of educational curriculum; the objectives of schools, universities, and colleges; and government policies for K–12 and higher education. Although far from a new phenomenon, many jurisdictions now view international education as a highly competitive global industry.

This book provides a comprehensive analysis of international education policy in Canada, tracing the complex history of when, how, and why it emerged as a policy area of strategic importance. Illuminating a uniquely Canadian perspective, influenced by regional interests and federal-provincial tensions, International Education as Public Policy in Canada addresses challenging questions: Why was Canada a latecomer in addressing this policy issue? What is the relationship between international education and Canadian immigration policy? How did international education develop as a major Canadian industry? The resulting essays from leading scholars contribute not only to the growing Canadian literature on international education policy but also to a critical, global conversation.

Contemplating where the Canadian story of international education is headed, International Education as Public Policy in Canada calls for a broader debate on ethical practices in internationalization, focusing on inclusion, equity, compassion, and reciprocity.

This edited volume focuses on K-12 international education in a global context and examines trends, emerging topics, and prevalent tensions. It considers the rapidly growing phenomenon across a variety of country contexts in a way that can convey both empirical evidence and insights into theorization and practical debates. Contributors touch upon a range of emerging trends in K-12 international education globally, including student mobility, curriculum design, language learning, methodological considerations, and policy considerations through a holistic and comprehensive approach. The book also applies a critical decolonial lens in examining K-12 international education by inviting readers to think critically about issues of power, privilege, equity, and social justice in trying to foster a more informed and socially responsible approach to international education. Ultimately, the book attempts to move beyond a one-size-fits-all approach in order to embrace the complexity of issues that emerge from international education involving vulnerable populations. The book is grounded in institutional theory, which allows to explore the complex web of institutional norms, values, and behaviors that are shaping the experiences through international education across the different chapters in this volume. As an edited volume, authored by academic experts and practitioners from around the world, this book provides the most recent and up-to-date account on documenting developments related to K-12 international education internationally. Through contributing significant evidence across international contexts, the book raises new questions and offers new perspectives to the field, opening conversations both within and across governments and non-governmental stakeholders such as educators, students and parents.