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A Case Study of the United World College of the Atlantic

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A Case Study of the United World College of the Atlantic GLOBALIZATION, CURRICULUM AND INTERNATIONAL STUDENT COMMUNITIES: A CASE STUDY OF THE UNITED WORLD COLLEGE OF THE ATLANTIC FELICITY ANNE RAWLINGS THESIS SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF LONDON INSTITUTE OF EDUCATION EDUCATION AND INTERNATIONAL DEVELOPMENT ACADEMIC GROUP March 1999 ABSTRACT This thesis explores micro-level effects of globalization in the domain of education. Specifically, it seeks a deeper understanding of the dynamics between international education and human attitudes and behaviour in the context of an international student community. The research is based on a case study of the United World College of the Atlantic - an international pre-university college in Wales, which has a demonstrable commitment to international education. The central research proposition can be stated as follows: Curricular and pedagogical interventions which aim to: (i) transmit a vision of an interdependent global society; (ii) promote an ethic of service; (iii) preserve cultural heritage; and (iv) promote international understanding are effective tools for the development of globally oriented, participatory student communities. The research indicates that a number of curricular and pedagogical interventions which pertain to (i) - (iv) above, hold potential for the development of globally oriented, participatory student communities. The findings suggest that: • The concept of 'vision' is multifaceted requiring analysis in four dimensions: an idealistic vision; a vision of the current world situation; a vision of the Atlantic College community; and a vision of human potential. • Interventions associated with service-learning appear to stimulate development in four areas: character building, skill formation, social relations and international understanding. • Values education - bearing on the preservation of cultural heritage and the promotion of international understanding - is transmitted through a 'pedagogy of 2 philosophical inquiry' and reflects a relativist epistemological position. Such an approach to values education poses dilemmas in a pluralist community. The concept of citizenship - at local, national and international levels - is an underlying theme. The working definition of international education adopted in this thesis is stated thus: International education is a transformative discourse which locates all fields of enquiry in a supranational frame of reference and upholds the cause of peace. Key words: globalization, curriculum, international student communities, United World College of the Atlantic, international education, values education, citizenship education, pedagogy. 3 TABLE OF CONTENTS ACKNOWLEDGEMENTS..................................................................................................................7 NOTES.................................................................................................................................................9 LISTOF ABBREVIATIONS .............................................................................................................10 LISTOF FIGURES ............................................................................................................................11 LISTOF TABLES..............................................................................................................................11 LISTOF APPENDICES.....................................................................................................................12 CHAPTER1: Introduction..................................................................................................................13 1.1. INTRODUCTORY REMARKS...............................................................................................13 1.1.1. Personal Statement............................................................................................................14 1.2. THE RESEARCH PROBLEM................................................................................................14 1.2.1. Research Premises.............................................................................................................14 1.2.2. Central Research Proposition.............................................................................................15 1.2.3. Case Study Institution: The United World College of the Atlantic.....................................15 1.2.4. Definition of 'Curriculum' ................................................................................................16 1.3. BRIEF STATEMENT ON RESEARCH METHOD.................................................................16 1.4. KURT HAFIN (1886-1974)......................................................................................................17 1.5. ATLANTIC COLLEGE: AN HISTORICAL INTRODUCTION..............................................19 1.6. THE UNITED WORLD COLLEGES ......................................................................................21 1.6.1. The UWC International Organization................................................................................22 1.6.2. Student Selection Criteria..................................................................................................24 1.6.3. External Relationships.......................................................................................................25 1.7. STRUCTURE OF THE THESIS AND GUIDE TO CHAPTERS .............................................25 CHAPTER2: Literature Review.........................................................................................................27 2.1. SECTION!: Introduction........................................................................................................27 2.2. SECTION II: The Contours of Globalization ...........................................................................29 2.3. SECTION ifi: Situating Globalization .....................................................................................33 2.4. SECTION IV: 'A Politics of Transformation' in Education: An Exploration from a Global Perspective.....................................................................................................................................37 2.4.1. 'Processes of Global Alignment' Within Education...........................................................37 2.4.2. Curricular Reform in a Global Context..............................................................................38 2.4.3. Research on International Schools and Curriculum in an International Setting ..................40 2.4.3.1. International schools...................................................................................................40 2.4.3.2. Curriculum in an international setting.........................................................................42 2.4.4. Citizenship Education .......................................................................................................44 2.4.5. First Research Premise ......................................................................................................46 2.4.5.1. Dewey's model of experiential learning......................................................................50 2.4.6. Second Research Premise..................................................................................................51 2.4.6.1. The preservation of cultural heritage ..........................................................................52 2.4.6.2. The relationship between culturally diverse individuals and groups in an emerging globalsociety..........................................................................................................................56 2.5. CONCLUSION........................................................................................................................58 CHAFFER3: Research Problem ........................................................................................................60 3.1. INTRODUCTION....................................................................................................................60 3.2. STATEMENT OF RESEARCH PROBLEM............................................................................60 3.3. RESEARCH DESIGN .............................................................................................................60 3.3.1. Conceptual Linkages Between Research Premises and Central Research Proposition........60 3.3.2. Central Research Proposition.............................................................................................64 3.3.3. Conceptual Framework .....................................................................................................65 4 3.3.4. Selection of Atlantic College.............................................................................................67 3.4 DISTINCTWE ASPECTS OF THE RESEARCH.....................................................................70 3.4.1. Theory-Building................................................................................................................70 3.4.2. Macro-Historical Perspective ............................................................................................70 3.4.3. Supranational Frame of Reference.....................................................................................70 3.5. PROFILE OF ATLANTIC COLLEGE ....................................................................................71 3.5.1. Physical Setting.................................................................................................................71
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