Educators within international school contexts are proponents of equity and believe that they
listen to and advocate for the local teaching assistants, aides, and staff. However, issues of …

International school leaders face distinct cultural challenges in schools where expatriate
leaders serve local students. As a practitioner-researcher in a participatory action and …

As the demographics of US student population continue to be diverse, teachers need to be
equipped to teach and support students from diverse cultural backgrounds. Besides …

The purpose of the participatory action research project was to use culturally responsive
practices to develop and sustain relational trust, recognize and honor the assets of the …

Internationally educated teachers (IETs) can change how cultural differences are perceived
in school communities. Rather than mirroring dominant social norms, IETs can be an …

Globalization has led governments to promote international education to strengthen
students' cultural integration and international perspective. To boost social equity and …

IMPLICATIONS Based upon the survey data and by merging two established frameworks for
diversity: Intercultural Development Continuum (IDCTM) and Diversity, Equity, Inclusion, and …

This study investigates teachers' cross-cultural professional learning in an emerging
Canada-China school network that involved Ontario and Shanghai educators. Drawing on …

This paper explores how internationalization ideas in primary and lower secondary schools
can be developed through the acquisition of international experience abroad by leaders …

Local education reforms are increasingly driven by demands to develop the capacity of
citizens to participate in the global economy. Informed by the convergence of schooling …