Richard Pearce is an Education Consultant for the International School of London, UK.

• Notes on ContributorsIntroduction, Richard Pearce (International School of London, UK)Part I: A Historical Overview1. International Schools: Antecedents, Current Issues and Metaphors for the Future, Mary Hayden (University of Bath, UK) and Jeff Thompson (University of Bath, UK)2. Charting the Growth of International Schools, Nicholas Brummitt (International School Consultancy Group, UK) and Anne Keeling (ISC Research, UK)3. The Effects of Children's Education and Supporting Organizational Policy and Practice on Corporate Expatriation, Susan Shortland (London, Metropolitan University, UK)Part II: Emerging Themes 4. Student Diversity: The Core Challenge of International Schools, Richard Pearce (International School of London, UK)5. English Language Teaching: The Change in Students' Language from 'English Only' to 'Linguistically Diverse', Maurice Carder (Language Matters in International Education, Austria)6. The Pestalozzi Influence on International Education, David Wilkinson (education consultant, UK) and Veronica Wilkinson (education consultant, UK)7. International Education and Global Engagement: Education for a better world?, Boyd Roberts (global education consultant, UK)8. Understanding International Education Through Discourse Theory: Multinational, international, multicultural or intercultural?, Michael Allan (International School of Amsterdam, The Netherlands)Part III: The New Critique9. The International Baccalaureate and the Role of the 'Pioneer' International Schools, Tristan Bunnell (Copenhagen International School, Denmark)10. Dilemmas of International Education: A Bernsteinian Analysis, James Cambridge (Global Education Today, UK)10. Boundaries and Boundary Management in International Schools: Psychodynamics and Organizational Politics, Richard Caffyn (International School Telemark, Norway)ReferencesIndex

This collection takes a long, hard look at international schooling and how such branding has been stretched, compromised, challenged and changed over the last forty years while appetites for its services have flourished. Authors with a variety of perspectives and stakes look both backwards and forwards, reflecting on how this sector has become a victim of its own success, its idealism prey to the market logics currently at play across all educational sectors. The book reveals a maturing field of enquiry asking more difficult and searching questions, in particular around the politics of language, curricular enactment and the place of international curricula such as the IB in globalising times. Teachers and school leaders in this sector will find this a valuable tool to help reflect on what the changes underway might mean for their practice and mission.

Richard Pearce is an Education Consultant for the International School of London, UK.

• Notes on ContributorsIntroduction, Richard Pearce (International School of London, UK)Part I: A Historical Overview1. International Schools: Antecedents, Current Issues and Metaphors for the Future, Mary Hayden (University of Bath, UK) and Jeff Thompson (University of Bath, UK)2. Charting the Growth of International Schools, Nicholas Brummitt (International School Consultancy Group, UK) and Anne Keeling (ISC Research, UK)3. The Effects of Children's Education and Supporting Organizational Policy and Practice on Corporate Expatriation, Susan Shortland (London, Metropolitan University, UK)Part II: Emerging Themes 4. Student Diversity: The Core Challenge of International Schools, Richard Pearce (International School of London, UK)5. English Language Teaching: The Change in Students' Language from 'English Only' to 'Linguistically Diverse', Maurice Carder (Language Matters in International Education, Austria)6. The Pestalozzi Influence on International Education, David Wilkinson (education consultant, UK) and Veronica Wilkinson (education consultant, UK)7. International Education and Global Engagement: Education for a better world?, Boyd Roberts (global education consultant, UK)8. Understanding International Education Through Discourse Theory: Multinational, international, multicultural or intercultural?, Michael Allan (International School of Amsterdam, The Netherlands)Part III: The New Critique9. The International Baccalaureate and the Role of the 'Pioneer' International Schools, Tristan Bunnell (Copenhagen International School, Denmark)10. Dilemmas of International Education: A Bernsteinian Analysis, James Cambridge (Global Education Today, UK)10. Boundaries and Boundary Management in International Schools: Psychodynamics and Organizational Politics, Richard Caffyn (International School Telemark, Norway)ReferencesIndex

This collection takes a long, hard look at international schooling and how such branding has been stretched, compromised, challenged and changed over the last forty years while appetites for its services have flourished. Authors with a variety of perspectives and stakes look both backwards and forwards, reflecting on how this sector has become a victim of its own success, its idealism prey to the market logics currently at play across all educational sectors. The book reveals a maturing field of enquiry asking more difficult and searching questions, in particular around the politics of language, curricular enactment and the place of international curricula such as the IB in globalising times. Teachers and school leaders in this sector will find this a valuable tool to help reflect on what the changes underway might mean for their practice and mission.

Richard Pearce is an Education Consultant for the International School of London, UK.

• Notes on ContributorsIntroduction, Richard Pearce (International School of London, UK)Part I: A Historical Overview1. International Schools: Antecedents, Current Issues and Metaphors for the Future, Mary Hayden (University of Bath, UK) and Jeff Thompson (University of Bath, UK)2. Charting the Growth of International Schools, Nicholas Brummitt (International School Consultancy Group, UK) and Anne Keeling (ISC Research, UK)3. The Effects of Children's Education and Supporting Organizational Policy and Practice on Corporate Expatriation, Susan Shortland (London, Metropolitan University, UK)Part II: Emerging Themes 4. Student Diversity: The Core Challenge of International Schools, Richard Pearce (International School of London, UK)5. English Language Teaching: The Change in Students' Language from 'English Only' to 'Linguistically Diverse', Maurice Carder (Language Matters in International Education, Austria)6. The Pestalozzi Influence on International Education, David Wilkinson (education consultant, UK) and Veronica Wilkinson (education consultant, UK)7. International Education and Global Engagement: Education for a better world?, Boyd Roberts (global education consultant, UK)8. Understanding International Education Through Discourse Theory: Multinational, international, multicultural or intercultural?, Michael Allan (International School of Amsterdam, The Netherlands)Part III: The New Critique9. The International Baccalaureate and the Role of the 'Pioneer' International Schools, Tristan Bunnell (Copenhagen International School, Denmark)10. Dilemmas of International Education: A Bernsteinian Analysis, James Cambridge (Global Education Today, UK)10. Boundaries and Boundary Management in International Schools: Psychodynamics and Organizational Politics, Richard Caffyn (International School Telemark, Norway)ReferencesIndex

This collection takes a long, hard look at international schooling and how such branding has been stretched, compromised, challenged and changed over the last forty years while appetites for its services have flourished. Authors with a variety of perspectives and stakes look both backwards and forwards, reflecting on how this sector has become a victim of its own success, its idealism prey to the market logics currently at play across all educational sectors. The book reveals a maturing field of enquiry asking more difficult and searching questions, in particular around the politics of language, curricular enactment and the place of international curricula such as the IB in globalising times. Teachers and school leaders in this sector will find this a valuable tool to help reflect on what the changes underway might mean for their practice and mission.