Professional Documents
Culture Documents
Elite Education and Internationalisation From The Early Years To Higher Education 1St Edition Claire Maxwell Full Chapter
Elite Education and Internationalisation From The Early Years To Higher Education 1St Edition Claire Maxwell Full Chapter
v
vi Contents
Index369
List of Figures
ix
List of Tables
Table 5.1 Degrees held by native and (in brackets) all top managers
(CEOs, presidents) of the 100 largest companies in France,
the UK, Japan and the USA (in per cent) 79
Table 5.2 Internationality of top managers (CEOs, presidents) of
the 100 largest companies in Germany, France, the UK,
China, Japan and the USA (in per cent) 81
Table 5.3 Degrees held by native and (in brackets) all top managers
(CEOs, presidents) of the 100 largest companies in France,
the UK, Japan and the USA (in per cent) 85
Table 9.1 Snapshot of quality rating against provider type 147
Table 9.2 ACECQA ratings by location 148
Table 16.1 Number of AvH and DAAD grant holders per university
2009–2013264
Table 19.1 Bilingual kindergartens in Germany over time 313
Table 19.2 Bilingual primary schools in Germany over time 314
Table 19.3 UNESCO and European schools in Germany over time 315
Table 19.4 Bilingual kindergartens in selected cities 318
xi
CHAPTER 1
U. Deppe (*)
Zentrum für Schul- und Bildungsforschung, Martin-Luther-Universität Halle-
Wittenberg, Halle, Germany
C. Maxwell
UCL Institute of Education, University College London, London, UK
H.-H. Krüger
Institut für Pädagogik, Martin-Luther-Universität Halle-Wittenberg,
Halle, Germany
W. Helsper
Institut für Schulpädagogik und Grundschuldidaktik, Martin-Luther-Universität
Halle-Wittenberg, Halle, Germany
and corporatisation have been examined in some detail and have demon-
strated long-term impacts worldwide (Ball 2012a; Spring 2015). While
these effects have been observed across universities and secondary school-
ing, there are also indications that early-year education and care, as well as
primary schooling, are also being caught up, albeit unevenly, in the cross-
hairs of these processes (Krüger et al. 2012; Forsey et al. 2008; Press and
Woodrow 2005; van Zanten 2007, 2009). We are seeking, through this
book, to consider how these longer-standing influences are now intersect-
ing with processes of internationalisation to shift or further embed pro-
cesses of stratification.
Taking a focus across education phases is also critical, as a long-term
perspective in understanding the outcomes of elite education and the
routes into elite positions is necessary. Nespor (2014), drawing on
research on elite bankers in the USA, argues we need to examine trajec-
tories of elite bankers from their starting point—within families—through
the various educational institutions attended, into their final socio-eco-
nomic and employment position. Nespor identifies at least four long-
term strategies that successfully led people into elite positions:
“institutional wormholes, biographically entrained field structures, quasi-
school structures, and inter-generational folding” (Nespor 2014: 32 ff.;
see also Waldow 2014; Gessaghi and Méndez 2015; Khan 2015; van
Zanten 2015). These strategies and structures imply that the production
of elites is not bound to just one elite education institution, but is a
socialisation process that starts from birth. The concept of a series of
wormholes that exist between institutions which people move through
from infancy into adulthood, argues that there are links between families
and education spaces which concertedly cultivate particular orientations
and produce worldviews that led people to taking up certain elite posi-
tions. “Parents fight over elite pre-school placements and access to selec-
tive secondary schools that are seen as part of obligatory paths to
admission at an Ivy League university” and in “some cases, the worm-
holes extend through the university into specific forms of work” (Nespor
2014: 32). By examining processes of internationalisation found within
different education settings—from the early years to higher education—
and across different countries, we anticipate this book will begin to fur-
ther illustrate how internationalisation is intimately linked to the
construction of elite identities of institutions and students, and how these
might be cultivated through and across the trajectories of students, and
across different places and spaces.
ELITE EDUCATION AND INTERNATIONALISATION—FROM THE EARLY... 9
and France respectively) are still relevant theoretical resources for research
into the potential impact of internationalisation on elite education.
In stark contrast, Jane Kenway’s work starts from a position that pro-
cesses of internationalisation are critical, especially within elite education,
given the complex production of desire found within this sphere (Kenway
et al. 2013, 2017). In the chapter she has written for this book, Kenway
draws on Frederic Lordon’s (2014) synthesis of Spinoza and Marx to
more carefully analyse the various ways desires are produced by the actors
involved in elite schooling and the sometimes contradictory positions
their roles as “emotional engineers” might put them in. She argues that
elite schools are now responding to the increasing transnational mobility
of highly resourced families. The changing orientations of the schools and
the social groups seeking an internationally available elite education are, in
turn, potentially affecting the constitution of class formation at a regional
and even global level (Kenway et al. 2017).
Reinhard Kreckel offers the reader a summary and some important
reflections in his closing commentary for the first section. He highlights
clearly how different theoretical approaches affect the interpretations
offered by the contributors, as well as emphasising that education alone
does not solely determine who the elites are today. Kreckel argues, there-
fore, that the formation, alteration and expansion of education provision
within and across national systems must be framed within broader socio-
logical understandings of the flow of power and structuring of social rela-
tions today.
The subsequent sections of the book focus on the various stages of the
education trajectory—from early childhood care and education, to pri-
mary education, into secondary schooling and finally higher education.
These sections have been structured to offer first an analysis of the German
context, after which another academic/group of researchers offer an
examination of another national context, in order to facilitate a compari-
son of similarities and differences within this phase of education. Each
section is brought to a close by a set of reflections offered by a key scholar
in the field of education, where they consider the main theoretical, empiri-
cal and methodological possibilities and challenges for such work.
Notes
1. The research group 1612 “Mechanisms of elite formation in the German
education system” is funded by the German Research Foundation (DFG)
and includes six specific projects examining stratification processes in the
German education system from early childhood into the university level, as
well as a coordinating team who are examining the broader issues emerging
from the focused projects. The research group is based at the Martin-
Luther-University Halle- Wittenberg and Albert-Ludwigs-University
Freiburg, Germany.
2. We are grateful to Heiko Kastner and Paul Nicolas Scholz, from the coordi-
nating team of the broader research group (see above), for their support
during the editing process to ensure all contributions were properly
formatted.
References
Appadurai, A. (1996). Modernity at large. Cultural dimensions of globalization.
Minneapolis and London: University of Minnesota Press.
Baker, D. (2014). The schooled society: The educational transformation of global
culture. Stanford: Stanford University Press.
Ball, S. J. (2012a). Global Education Inc. London: Routledge.
Ball, S. J. (2012b). Foucault, power, and education. London: Routledge.
Ball, S. J. (2016). The future of elite research in education. In C. Maxwell &
P. Aggleton (Eds.), Elite education. International perspectives (pp. 69–75).
Abingdon and New York: Routledge.
Ball, S. J., & Nikita, D. P. (2014). The global middle class and school choice: A cos-
mopolitan sociology. In H.-H. Krüger & W. Helsper (Eds.), Elite und Exzellenz
ELITE EDUCATION AND INTERNATIONALISATION—FROM THE EARLY... 17
Gessaghi, V., & Méndez, A. (2015). Elite families and schools in Buenos Aires:
The role of tradition and school social networks in the production and repro-
duction of privilege. In A. van Zanten, S. J. Ball, & B. Darchy-Koechlin (Eds.),
World yearbook of education 2015—Elites, privilege and exzellence: The national
and global definition of educational advantage (pp. 43–55). London and
New York: Routledge.
Hannerz, U. (1996). Transnational connections. London: Routledge.
Hayden, M., Levy, J., & Thompson, J. (Eds.). (2015). The SAGE handbook of
research in international education. Los Angeles: Sage.
Hayden, M., & Thompson, J. (1998). International education. Principles and
practice. London: Sterling.
Hayden, M., & Thompson, J. (Eds.). (2016). International schools: Current issues
and future prospects. Oxford: Symposium Books.
Helsper, W., & Krüger, H.-H. (Eds.). (2015a). Auswahl der Bildungsklientel.
Wiesbaden: Springer VS.
Helsper, W., & Krüger, H.-H. (2015b). Auswahlverfahren in Bildungsinstitutionen.
Eine Einleitung. Zeitschrift für Pädagogik, 61(1), 1–7.
Hornberg, S. (2010). Schule im Prozess der Internationalisierung von Bildung.
Münster: Waxmann.
Howard, A., & Kenway, J. (2015). Canvassing conversations: Obstinate issues in
the study of elites and elite education. International Journal of Qualitative
Studies in Education, 28(9), 1005–1032.
Kenway, J., Fahey, J., Epstein, D., et al. (2017). Class choreographies: Elite schools
and globalization. Basingstoke: Palgrave Macmillan.
Kenway, J., Fahey, J., & Koh, A. (2013). The libidinal economy of the globalising
elite school market. In: C. Maxwell & P. Aggleton (Eds.), Privilege, agency and
affect (pp. 15–31). Basingstoke: Palgrave Macmillan.
Keßler, C., Krüger, H.-H., Schippling, A., et al. (2015). Envisioning world citi-
zens? Self-presentations of an international school in Germany and related ori-
entations of its pupils. Journal of Research in International Education, 14(2),
114–126.
Khan, S. R. (2015). Changes in elite education in the United States. In A. van
Zanten, S. J. Ball, & B. Darchy-Koechlin (Eds.), World yearbook of education
2015. Elites, privilege and exzellence: The national and global definition of edu-
cational advantage (pp. 59–70). London and New York: Routledge.
King, R., Marginson, S., & Naidoo, R. (2013). The globalization of higher educa-
tion. Cheltenham: Edward Elgar.
Knight, J. (2004). Internationalization remodeled: Definition, approaches, ratio-
nales. Journal of Studies in International Education, 8, 5–31.
Knight, J. (2011). Five myths about internationalization. International Higher
Education, 62, 14–15.
Koh, A., & Kenway, J. (2016). Elite schools. Multiple geographies of privilege.
London and New York: Routledge.
ELITE EDUCATION AND INTERNATIONALISATION—FROM THE EARLY... 19
With the blade of an old beef cutter and a stout wood handle, I
fashioned a brush knife that is superior to a sickle for cutting down
heavy weeds. The blade was secured in a slotted handle by a screw
and rivet, and the top of the handle wired as an additional security. A
blade of this sort is handy, also, for pruning purposes.—J. M. Kane,
Doylestown, Pa.
Plier Drives Nails in Backing Picture Frame
The wire spokes in bicycle and similar wheels often become loose,
and a small pocket device for tightening them on the road is handy.
A satisfactory one can be made quickly from a washer, 2 in. in
diameter, cut as shown. A tapering slot is cut to the center of the
washer to engage the nipples of various-sized spokes. The outer
circumference of the washer is filed with a triangular file to provide a
good finger grip.—H. E. Randell, Boston, Mass.
Bottle Economizes Spray Liquid in Atomizer
The Rotating Spools Press against the Water Hose and Force the Water from
It at Increased Pressure
This Weighted Rope Permits the Flag to Fly in Its Natural Position
The Metal Letters were Quickly Made and Are Durable as Well as Neat
The amateur photographer who uses roll film and who does his
developing by the tray method, will find this device a simple and
reliable means for holding the film spool while removing the film,
duplex paper, autographic carbon paper, gummed labels, etc. Once
the spool is properly placed in the holder, there is little danger of its
dropping. The holder takes various sizes of film spools. The side
fingers are ³⁄₁₆ by ³⁄₄ by 23 in. long. A small peg is set in each finger,
1¹⁄₈ in. from the end, to engage the spool. The upper ends of the
fingers are nailed to a tapered block of wood, ⁷⁄₈ by 3¹⁄₄ and 2¹⁄₂ in.
wide, and 8 in. long. The holder can be conveniently fastened to a
wall, door casing, or to the under side of a shelf in the dark room.—
John Hoeck, Alameda, Calif.
Old Sink Installed as Dish-Draining Basin
The Extra Sink Replaces the Drain Board and Does Its Work More Effectively
This Desk Lamp and Holder Folds Up into a Pigeonhole When Not in Use
The Soldier Appreciates a Handy Folding Kit, Especially If the Girl He Left
Behind Made It