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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土：研究经验，观点和对教师参与的经验，观点和倾向与国际学士学位初级计划的影响

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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：当代社会中的全球流动性和连接程度较高导致学校学生队列中的文化多样性提高。反过来，学校领土和界限内的人类活动和互动变得越来越复杂。在2017年关于加拿大国际学士学位初年计划（PYP）的教师如何制定和利用跨文化能力的研究，其中一个出现的主题是教师觉得他们可以或应该影响他们的学生的程度“摩拉”文化差异的观点。教师经常表达了世界各地主义的空间有界的道德观点;也就是说，教学和学习欢迎和参与陌生人在个人道德地理中陷害了与通常在学校社区内局部定位的定义的地方密切相关的个人道德地理。本文探讨了PYP教师的道德地理位置，以突出嵌入的复杂性，紧张局域网，悖论和矛盾，植入于本地学校的差异之间的关系中。这些现象与由于教师，PYP课程与参与差异相关的原则的复杂相互作用而产生的广泛挑战。

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