The PGCEi was full of great reads. Here were the articles and chapters I most enjoyed from the course, all of which were part of the core content. I’ll find as many open access links as I can!
10 Roberts (2013)International Education and Global Engagement: Education for a Better World? (Google Books here)
What’s in a word? This book chapter scrutinises the term ‘international’, rants a bit about the concept of ‘international mindedness’, and outlines what it should mean in practice. I like this chapter as you can sense that the author has some beef, but also talks a lot of sense.
9 Bailey (2015)The experiences of host country nationals in international schools: A case-study from Malaysia (open access)
This was a small-scale study but I really like the insight it provides. I see this as research that could be replicated by teachers in a range of contexts. The important thing is that it focuses on student perspectives – and highlights how they differ from those of their teachers’ viewpoints.
I’ve just finished a PGCEi through University of Nottingham. I got a mark of 78 for each of the three modules, which basically means ‘your writing is okay, but your stuff’s not really a contribution to the field or anything; solid but unspectacular’. Spot on, I’d say.
Here are the macro indicators for assessment.
The differences between a Merit and a Distinction might seem subtle/subjective – things like ‘broad knowledge’ versus ‘broad and detailed knowledge’, or ‘originality’ versus ‘considerable originality’. However, based on the conversations I’ve had with PGCEi candidates from my own/previous cohorts, I can say there are three clear areas that set your 60s apart from your 70s. They are:
The first module of the PGCEi (Nottingham) was on the aims and values of education in international contexts. The module covered some fairly broad topics like ‘the purpose of education, the nature of knowledge, the concept of a curriculum’ and so on.
The module was assessed based on process work and an essay. After you’ve done all the reading and module tasks, you write a 1000-word piece of process work outlining your own educational beliefs and values. Then you complete a 4000-word assignment in which you critique a model of schooling based on those values. (more…)
The full title is … How Global Capital is Remaking International Education: The Emergence of Transnational Education Corporations.
In this Springer Brief publication from 2019, Hyejin Kim considers the impact of corporate interests in the international education sector. Kim focuses on how private equity groups such as Transnational Education Corporations (TECs) have shaped the international education scene. Examples include how they capitalize on educational reforms, influence government policy, economize education, expand as an add on to other business interests (e.g. property development), and so on. Kim’s critique focuses on three or four major TECs, with the author having spent time working within the sector in admissions, marketing and as a managing director. (more…)