The concept and theory of ‘international-mindedness’ has been much discussed and debated in recent years. The conceptualising of the character of ‘international-mindedness’ as practised by schools has begun to attract some scholarly attention, but one especially under-theorised aspect involves the often-derided ‘Several Fs’, or sometimes ‘Five Fs’ (flags, festivals, food etc.). This paper aims to give credibility and importance to the day-to-day aspects of the ‘Several Fs’, and draws attention to the broader range of activity, identifying upwards of 15 ‘Fs’ in practice. The broader framework of these ‘Numerous Fs’ is then placed at the centre of identifying the nature and form of the school, as a deliverer of ‘international mindedness’. In a ‘low-culture context’, where collective identity is undermined by transient and relatively distanced stakeholders, the ‘Numerous Fs’ can be viewed as acting as significant ‘purveyors of organisational identity’. At another level, the ‘Numerous Fs’ give considerable legitimacy to a school’s claim to be ‘internationally-minded’, acting as ‘carriers of institutionalisation’. Put simply, they give the school a distinct set of norms, activities, artefacts and routines, characterising it as a specific type of educational institution. As well as acting as practical everyday tools for developing the ‘internationally-minded school’, they arguably help to give the school a considerable degree of legitimacy both as an organisation, and as an institution.

中文翻译：

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“国际化学校”的发展和制度化：“众多 Fs”的作用

近年来，“国际意识”的概念和理论引起了很多讨论和争论。学校所实践的“国际意识”特征的概念化已开始引起一些学术界的关注，但一个特别缺乏理论化的方面涉及经常被嘲笑的“几个 F”，或者有时是“五个 F”（旗帜、节日、食物等）。本文旨在赋予“几个 F”的日常方面的可信度和重要性，并提请注意更广泛的活动，在实践中确定了 15 个以上的“F”。然后将这些“众多 Fs”的更广泛框架置于确定学校性质和形式的中心，作为“国际意识”的传递者。在“低文化背景”中，在集体身份被短暂且相对疏远的利益相关者破坏的地方，“众多 Fs”可以被视为重要的“组织身份的提供者”。在另一个层面上，“众多 Fs”为学校声称具有“国际意识”、充当“制度化载体”提供了相当大的合法性。简而言之，它们为学校提供了一套独特的规范、活动、人工制品和惯例，将其描述为一种特定类型的教育机构。除了作为发展“具有国际意识的学校”的实用日常工具之外，它们可以说有助于赋予学校相当程度的合法性，无论是作为一个组织还是作为一个机构。“众多 Fs”为学校声称具有“国际意识”、充当“制度化的载体”提供了相当大的合法性。简而言之，它们为学校提供了一套独特的规范、活动、人工制品和惯例，将其描述为一种特定类型的教育机构。除了作为发展“具有国际意识的学校”的实用日常工具外，它们还可以说有助于赋予学校相当程度的合法性，无论是作为一个组织还是作为一个机构。“众多 Fs”为学校声称具有“国际意识”、充当“制度化的载体”提供了相当大的合法性。简而言之，它们为学校提供了一套独特的规范、活动、人工制品和惯例，将其描述为一种特定类型的教育机构。除了作为发展“具有国际意识的学校”的实用日常工具外，它们还可以说有助于赋予学校相当程度的合法性，无论是作为一个组织还是作为一个机构。