Investigator triangulation in the data interpretation process. An almost untouched research area

In actual discussions and especially in the context of improving the quality of qualitative research, investigator-triangulation is understood as one strategy to obtain a more complex and profound understanding of the research object. Although investigator-triangulation is mentioned in methodological debates, there is very little scienti c re ection and research about its practice and implications for the research process, especially for data analysis. Everyday practice of interpretation groups composed of social sciences researchers, who interpret qualitative data, is still an almost untouched research area. This contribution proposes a methodological re ection on investigator triangulation in in- terpretation groups in social sciences, inspired by the empirical experience of group inter- pretation of data gathered for an ongoing research project about international schools in Greater Lisbon in the context of a German research workshop. Based on a concrete example of joint interpreting interviews, we will not only discuss the methodological implications, challenges and potentials of investigator triangulation and the generation of knowledge with- in interpretation groups, but also shed a light on research perspectives within this context.info:eu-repo/semantics/acceptedVersio

Researching global citizenship education: Towards a critical approach

Purpose: This article contains a reflection on researching in global citizenship education with a critical approach that aims to transcend the paradigm of methodological nationalism. Design/methodology/approach: Starting from outlining different dimensions of global citizenship (education), and looking at the current research situation in GCE, we propose a methodological turn that overcomes the nation-state paradigm as a base for critical research on GCE. Subsequently, using the concept of transnational capital as an analytical tool, we show – in the example of two biographical case studies in an international school in a large city of West Germany – how to put a critical research on GCE into action. Findings: The article demonstrates, on the one hand, how a critical approach to research aspects of global citizenship education can be taken, starting from a transnational research stance. On the other hand, it presents new perspectives and challenges for critical research in GCE

Researching international schools: challenges for comparative educational research

For comparative educational research the analysis of the field of international schools, from a global perspective, is a challenging area. In the last few decades the number of international schools has increased worldwide, particularly in economically strong regions. Despite this the state of research remains generally modest, especially at the level of empirically consistent studies where a research deficit can be observed. Additionally, a shortage of analytical tools for researching international schools can be identified as this segment of education, determined by transnational phenomena, crosses over the national-states which are the traditional reference point of comparative educational research. In this contribution, firstly development tendencies such as the first appearance of the international school segment, influenced by international organisations such as UNESCO, as well as their growth and diversification processes will be presented. Secondly, attention will be paid to the international state of research on international schools and research deficits will be shown. In the third part, there will be a reflection on the challenges of investigating international schools for comparative educational research.info:eu-repo/semantics/publishedVersio

Superar o paradigma do nacionalismo metodológico em investigação sobre educação? Reflexões baseadas em investigação sobre escolas internacionais

The research in international education and especially in international schools provides new challenges for education research that uses the paradigm of methodological nationalism. Traditional analytical tools which use the nation-state as a reference point have proved to be inadequate to analyse educational transnational contexts. As a reaction to that we will reflect on the concept of transnational education spaces and on a reconstructive qualitative methodology. This is based on research into international schools in the region of Lisbon. Finally, we will outline some general challenges for research in transnational education phenomena.info:eu-repo/semantics/publishedVersio

Researching international schools: Challenges for comparative educational research

For comparative educational research, the analysis of the field of international schools, from a global perspective, is a challenging area. In the last few decades, the number of international schools has increased worldwide, particularly in economically strong regions. Despite this the state of research remains generally modest, especially at the level of empirically consistent studies where a research deficit can be observed. Additionally, a shortage of analytical tools for researching international schools can be identified as this segment of education, determined by transnational phenomena, crosses over the national-states that are the traditional reference point of comparative educational research. In this contribution, firstly development tendencies such as the first appearance of the international school segment, influenced by international organisations such as Unesco, as well as their growth and diversification processes will be presented. Secondly, attention will be paid to the international state of research on international schools and research deficits will be shown. In the third part, there will be a reflection on the challenges of investigating international schools for comparative educational research. Key words: international schools; transnational spaces of education; comparative educational researc

Institutional habitus of French elite colleges in the context of internationalisation: An in-depth look at the Écoles Normales Supérieures

Schippling will outline the novel challenges experienced by the French elite higher education sector in recent times due to politics of internationalisation and examine how they have been responded to by one of the most elite institutions – the Écoles normales supérieures. The chapter presents the results of an analysis of interviews with academic staff at ENS de la rue d’Ulm and ENS de Cachan and work out how current internationalisation processes are perceived and debated by them. Based on this, Schippling reconstructs elements of the institutional habitus of these elite colleges.info:eu-repo/semantics/acceptedVersio

The global landscape of international schools. Development tendencies and research perspectives

In the time of a growing pressure of globalisation and internationalisation on national education systems262, it is difficult to define exactly what terms like international education or related ones like international schools mean. In this context, Murphy (2000: 6) pointed out: “No one has so far come up with a definition of ‘international school’ that does not exclude some schools which consider themselves international, and does include others which may not [...].” In her definition on schools that explicitly use the attribute “international” in their title, Hornberg (2010: 154) differed between the following types: - International schools in the form of schools abroad with elements of private schools, that are founded by a country in another country abroad and that award the curriculum as well as the degree of the founding country. - International schools in the form of private schools that offer the curriculum and the degree of the host state and that offer one or multiple foreign curricula or degrees. - International schools in the form of private schools that offer international or foreign curricula or degrees (e.g., international baccalaureate). - State schools that offer their students to follow international branches in addition to the national curricula and degrees. In the following, general development tendencies of the international school segment will be presented in more detail. On the one hand, these developments refer to the growth and increasing differentiation of international schools. On the other, they refer to their form of education. In the second part, special focus will be placed on the international state of research on international schools. Further, research deficits will be shown. Finally, there will be a reflection on theoretical contexts [e.g., the concept of “transnational social space” developed by Beck (2000)] and to research perspectives to this research field.info:eu-repo/semantics/publishedVersio

Institutional habitus of French elite colleges in the context of internationalisation: An in-depth look at the Écoles Normales Supérieures

Schippling will outline the novel challenges experienced by the French elite higher education sector in recent times due to politics of internationalisation and examine how they have been responded to by one of the most elite institutions – the Écoles normales supérieures. The chapter presents the results of an analysis of interviews with academic staff at ENS de la rue d’Ulm and ENS de Cachan and work out how current internationalisation processes are perceived and debated by them. Based on this, Schippling reconstructs elements of the institutional habitus of these elite colleges.info:eu-repo/semantics/acceptedVersio

Researching on international education: overcoming the paradigm of methodological nationalism?

International schools have been expanding and diversifying at a global level, especially during the last decades. Two main explanatory approaches for this development can be identified: a normative motive for their creation, which aimed at promoting intercultural dialogue and thus at contributing to a better international understanding and to world peace on the one hand, and, on the other hand, an explanatory pragmatic approach. This approach finds explanation for the expansion of international education, bearing in mind the increasing migration of highly qualified employees of global companies and the need for internationally compatible courses for their children. Ball and Nikita (2014: 82) call them a “global middle class” and a “burgeoning, mobile, post-national middle class who operates on a global scale” (see also Firmino da Costa 2015). These two approaches can be regarded as complementary.info:eu-repo/semantics/acceptedVersio