ABSTRACT

This article attempts to bridge a divide between the empirical use of Bourdieu’s concepts and the theoretical discussion of field theory with regard to education. I ask how a school can be ‘international’ where education is predominantly embedded in nation-states. First, I introduce field theory and its applications to globalization and education. Second, I analyze the International Baccalaureate Organization, a large non-profit provider of accreditation for schools, as a case for conceptualizing a global field of ‘international education.’ My ethnographic and historical findings provide the background for the global field argument. Second, drawing on IBO’s student data, I construct a geometric space of IB schools and analyze it as a relatively autonomous subfield. Finally, I show how combining field analysis and geometric modeling yields a new perspective on ‘international education.’

摘要

本文试图弥合布迪厄概念的实证使用与关于教育的场论的理论讨论之间的鸿沟。我想问一问学校如何成为“国际性”学校，而教育主要集中在民族国家中。首先，我介绍场论及其在全球化和教育中的应用。其次，我分析了国际文凭组织，这是一家大型的非营利性学校认证机构，作为概念化“国际教育”全球领域的案例。我的民族志和历史发现为全球野外论证提供了背景。其次，利用IBO的学生数据，我构建了IB学校的几何空间，并将其分析为相对自治的子领域。最后，