Interrogating identity: the International Standard School in Indonesia

Zulfa Sakhiyyaab*

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Interrogating identity: the International Standard School in Indonesia

机译：审讯身份：印度尼西亚国际标准学校

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This paper examines the impact of the International Standard School (ISS) on the identity of Indonesia as a postcolonial nation. According to the Indonesian Ministry of National Education, an ISS is âa school which complies with the National Standard of Education and enriches its standards from the Organisation for Economic Cooperation and Development (OECD) member countriesâ. While the ISS policy aims to address the internal demand of national education, it also responds to global pressures. Observed from a global perspective, because Indonesia is positioned as an importer of international standards, the ISS policy in turn relegates the nation to the margin of globalisation. Therefore, the nationâs identity - the nationâs position and positionality in global policy discourse - is challenged. Identity matters for postcolonial nations as it helps identify internal and external demands, specifically for policy-making purposes. Postcolonial perspectives are thus employed here, not only because the subject central to this paper is a postcolonial nation; but also because postcolonial theory offers theoretical frameworks to interrogate the global policy discourse.View full textDownload full textKeywordsInternational Standard School, identity, postcolonialismRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/14681366.2011.607841

机译：本文研究了国际标准学校（ISS）对印度尼西亚作为后殖民国家的身份的影响。根据印度尼西亚国家教育部的说法，国际空间站是“一所符合国家教育标准并丰富经济合作与发展组织（OECD）成员国标准的学校”。 ISS政策旨在满足国民教育的内部需求，同时也应对全球压力。从全球角度观察，由于印度尼西亚被定位为国际标准的进口国，所以国际空间站政策反过来又使该国处于全球化边缘。因此，国家的身份-国家在全球政策讨论中的地位和地位受到挑战。身份对于后殖民国家很重要，因为它有助于识别内部和外部需求，特别是出于决策目的。因此，这里采用了后殖民主义的观点，不仅因为本文的主题是后殖民主义国家，还因为它是一个后殖民国家。也是因为后殖民理论提供了质疑全球政策话语的理论框架。查看全文下载全文关键字国际标准学校，身份，后殖民主义相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati， Delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/14681366.2011.607841

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《Pedagogy, Culture & Society》 |2011年第3期|p.345-365|共21页
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Zulfa Sakhiyyaab*;
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3. Interrogating 'imagined' communities: exploring the impact of international students in local schools [J] . Ruth Arber Race Ethnicity and Education . 2008,第4期

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6. How Two Small Pharmacy Schools’ Competency Standards Compare with an International Competency Framework and How Well These Schools Prepare Students for International Placements [O] . John Hawboldt, Rose Nash, Beverly FitzPatrick 2017

机译：两所小型药房学校的能力标准如何与国际能力框架进行比较以及这两家学校如何为学生做好国际入学准备
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Interrogating identity: the International Standard School in Indonesia

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