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首页> 外文期刊>Environmental Engineering and Policy >Investigating the moral territories of international education: a study of the impact of experience, perspectives and dispositions on teachers' engagement with difference in the international Baccalaureate Primary Years Programme
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Investigating the moral territories of international education: a study of the impact of experience, perspectives and dispositions on teachers' engagement with difference in the international Baccalaureate Primary Years Programme

机译：调查国际教育的道德领地：研究经验，观点和性格对教师参与国际文凭课程的影响而有所不同的影响的研究

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摘要

The higher degree of global mobility and connectivities within contemporary societies has led to increasing cultural diversity within school student cohorts. In turn, the human activities and interactions within the territories and boundaries of a school have become increasingly complex. During a 2017 study of how trans-cultural capabilities are being developed and utilised by teachers of the International Baccalaureate Primary Years Programme (PYP) in Canada and Australia, one theme that emerged was the extent to which teachers felt they could or should influence their students' mora) outlooks on cultural difference. Teachers often expressed spatially bounded moral views of cosmopolitanism; that is, teaching and learning about welcoming and engaging the stranger were framed within a personal, moral geography that was closely associated to defined places that were typically localised within the school community. This paper examines the moral geographies of PYP teachers to highlight the complexities, tensions, paradoxes, and contradictions embedded within the relationships between inclusion and exclusion of difference in the PYP schools. These phenomena are related to a broad range of challenges that arise as a result of the complex interactions between teachers, PYP curriculum and the principles related to engaging difference.
机译：当代社会中更高程度的全球流动性和连通性导致在校学生群体中文化多样性的增加。反过来，学校领土和边界内的人类活动和互动也变得越来越复杂。在2017年关于加拿大和澳大利亚的国际学士学位小学课程（PYP）的老师如何开发和利用跨文化能力的研究中，出现的一个主题是老师认为他们可以或应该在多大程度上影响他们的学生'mora）对文化差异的看法。教师经常表达对世界主义的有限的道德观。就是说，关于欢迎和吸引陌生人的教与学被构筑在个人道德地理环境中，该地理环境与通常位于学校社区中的特定地点密切相关。本文考察了小学项目教师的道德地理环境，以突出小学项目学校中包容性和排除性之间的关系中所蕴含的复杂性，紧张性，悖论和矛盾。这些现象与教师，小学项目课程以及与参与差异相关的原则之间复杂的相互作用所导致的各种挑战有关。

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