Internationalization of education as an emerging field? A framing of international education for cross-domain analyses
Bibliographic record
Abstract
The internationalization of education (IE) has accelerated across the past two decades. Although there are now a range of representations and theorizations of IE, they find little connection across domains and levels. Toward bolstering a more coherent field of IE, which translates across distinctive expressions of IE, this paper argues for a conceptual approach that includes theorizing IE’s past and present enabling conditions, motivating visions, significant (operational) obstacles, and ensuing tensions. The main contribution is a conceptualization of late 20th century international education, which historically situates the current 21st century IE movement. This conceptualization is informed primarily by a periodization of the International Baccalaureate that surfaces the semantic contours and structuring tensions of international education as embedded in the shifting historical and socio-political conditions of the last 50 years. Semantically, 20th century international education carries with it literal (educational activities across national jurisdictions) and normative/aspirational significations (liberal-humanist education for making a better world). And the structuring tensions of international education are constituted in the entangling of the normative visions, as “education for international understanding,” with the instrumental agendas, as revenue generation. An emerging IE field can draw on the conceptual framing offered in this paper as a basis for theorizing across the somewhat siloed IE discourses.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.014 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.005 | 0.007 |
| Science and technology studies | 0.007 | 0.045 |
| Scholarly communication | 0.022 | 0.032 |
| Open science | 0.001 | 0.010 |
| Research integrity | 0.004 | 0.009 |
| Insufficient payload (model declined to judge) | 0.007 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".