Résumés
Abstract
This work examines the International Baccalaureate (IB) program’s concept of international-mindedness and its application to school cultures at the International School of Prague. Its objective is to analyze the concept of international-mindedness with three different levels of identifiers (educator-self, educator-self vs. students, educator-self vs. outside school environment) to express that the nebulous and equivocal educator identity in international school(s) is veritably more complex than what is defined by the IB. Two approaches to identity in individualist and collectivist societies will be discussed to understand the identity of educators. Based on interviews with four educators at the International School of Prague, this article shows that separating “international-mindedness” from “international” can create conflicting identities among educators, particularly between individualist and collectivist self-identities, and it ultimately concludes that no sole international mind exists due to the dialectical and exclusionary nature of various international-mind identifications.
Keywords:
- international-mindedness,
- teacher’s identity,
- deconstruction,
- cultural psychology
Résumé
Cet article examine le concept d’esprit international (international-mindedness) du programme du Baccalauréat International (BI) et comment il s’applique aux cultures scolaires au sein de l’École internationale de Prague. Son objectif est d’analyser le concept d’esprit international à trois niveaux différents (le soi-éducateur, le soi-éducateur par rapport aux élèves, le soi-éducateur par rapport à l’environnement scolaire extérieur) afin de démontrer que l’identité nébuleuse et équivoque des éducateurs dans les écoles internationales est en réalité plus complexe de comment il est défini par le BI. Nous discutons ici de deux approches de l’identité dans une société individualiste et collectiviste qui permettent de comprendre l’identité des éducateurs. Sur la base d’entretiens avec quatre éducateurs de l’École internationale de Prague, cet article montre que séparer l’esprit international de l’international peut créer des identités conflictuelles chez les éducateurs, en particulier entre les identités individualistes et collectivistes, et il conclut finalement qu’il n’existe pas d’esprit international unique en raison de la nature dialectique et exclusive des différentes identifications de l’esprit international.
Mots-clés :
- esprit international,
- identité des enseignants,
- déconstruction,
- psychologie culturelle
Parties annexes
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