International Schools Vs. Public Schools

With an increase in student mobility around the world, there are many positive outcomes related to learning a different set of education from their home country and obtaining intercultural experiences with a global mindset. On the other hand, students may struggle with different challenges, which they may have unexpected to encounter.

While there are of coarse similarities between the residential school system and the Canadian pubic school system, there are many major differences. Residential schools were introduced back in the 1870’s, they were made to change the way native children spoke their languages and how they viewed their cultures. The residential school system in Canada was operated by the government, where the native children were aggressively forced away from their loved ones to participate in these schools (“1000 Conversations”). The government had a concept, where “they can "civilize" and Christianize Aboriginal people, whose traditional ways of life were seen as inferior or heathen” (Mccue). They aimed for the children aged of three to eighteen to

In like words to Albert Einstein, John Dewey once stated “education is not preparation for life; education is life itself.” An immensely powerful blessing found in attending an international school has been becoming a person who thrives and enjoys learning amongst a seemingly endless multitude of cultures. The opportunity to essentially become immersed in different cultures gave me a personal conviction to go out and serve underserved regions of the world. Through my missions and travels, I have learned that how we face both diversity and adversity define who I am. The value of an education is determined by the one who receives it and what he or she chooses to do with it.

Merryfield, M. (1995, July 1). Teacher Education in Global and International Education. Retrieved July 7, 2015, from http://eric.ed.gov/?id=ED384601

When international students study for the first time at a university in the United States, the first challenge almost is study. For instance, students’ communication and writing skills, the grades in each class and so on. When the student decided to study abroad, parents place great hopes on the students. Almost international students were having a bit afraid to talk with native speaker, when they first time at the university in the United States. Also, international students could not write really like the native students writing. At the same time, students must want to get a good grade in each class, but different countries have different education system.

Along with the progression of time and age, more and more students and their parents are expressing their dissatisfaction and vexation with the American public school system. Turning towards alternative methods ranging from private institutions, to removing their children from public schooling altogether and homeschooling instead, this leaves a multitude of people questioning, what is the problem, why is it present, and what is it stemming from? The answer is simple. The problem with America’s public school system is the inability of institutions to accurately see and meet the true needs of students.

Lastra-Anadon, Carlos Xabel, and Paul E. Peterson. “The International Experience.” Education Next 12.1 (2012): 52-9. ProQuest. 11 Sept 2013.

Education is the destined formation in obtaining the development of the intellectual capacities of individuals. It can be defined as the process of socialization of individuals. Education is one of the most powerful resources to reduce inequality and poverty, it is a natural process associated with growth. On having been educated, a person assimilates and gains knowledge. Education also implies a cultural and behavioral raising awareness, where the new generations acquire the manners of being or the ways of life of previous generations. Malcolm Forbes once said, "The purpose of education is to replace an empty mind with an open one”. It is the common objective of educational systems in different countries to cultivate its citizens to become productive individuals of a society. Sharing the same purpose of providing the fullest conceivable development of every individual for living productively, creatively and ethically in a community. Their methods may be varied, the United States of America and many other countries, such as the Democratic Republic of the Congo, Bolivarian Republic of Venezuela, and the Republic of the Philippines.

In academia, the internationalization of higher education was designed to build cultural bridges and to unite education scheme around the World (Knight,2004). Internationalization of Higher Education could be divergently defined by many scholars. In this respect, Chan and Dimmock (2008) suggest that "Internationalization is a multifaceted concept, with many different interpretations, emphases, and purposes."(p.184).So, internationalization `s meaning depends on the context being used in. A point of agreement, however, would be what is maintained by Knight(2004).For her, internationalization of higher education is broadly defined as a set of global educational tasks which are implemented within the higher education curricula in order to internationalize the learning-teaching process and to promote global harmony across universities (2004).To exemplify, university exchange programmes might be the most important activity to shed light on, with a particular link to the context of our study. Hence, the meaning of internationalization in the present purposeful work is limited to the scope of international academic and exchange programmes in higher

While internationalization, through rhetoric, is toted as a means of producing, disseminating, and applying knowledge beyond national borders, Western models of internationalization within higher education engenders the reproduction of oppressive world orders that place Europe, the United States, and Canada at the top of academic food chain and developing (formerly colonized and continuously exploited) nations at the bottom. Altbach & Knight (2007) present the motivations, expectations, and realities of internationalization of education within the context of rapid globalization. Touching on the expansion of volume, scope, and complexity the international activities of universities over the past two decades, Altbach & Knight emphasis the integral part that globalization plays in pushing higher education towards international involvement. Society has entered a phase in technological advancements underscore the necessity of knowledge production and ownership. Altbach & Knight describe globalization and internationalization with the rhetoric of economists, emphasizing that both phenomena are situated within and are perpetuated by demands and supplies of knowledge and service. Moreover, and perhaps most importantly, internationalization and international academic mobility are characterized as favoring “well-developed” education systems and institutions – “well-developed” synonymous with global north, Western nations. Focusing heavily on the reality of globalization, Altbach & Knight present the United States, Canada, and Europe as in control in the means in which internationalization in higher education functions and operates – presenting a problematic continuation of colonialism as well as a breeding ground for the expansion of global inequities and

Internationalization, the term and its associated processes and practices, is a phenomenon clouded with complexity, nested within globalization, increased global migration, and capitalism. Our understandings of internationalization within an educational context often focus on the story of the West. Whether opening the doors of the academy to students from around the world or creating pathways for students and faculty to travel to different countries, internationalization (from the perspective of the West) has been viewed as a means of ensuring global

Schools around the world can be very diverse but at the core they will have similar principles. AFNorth and St. Ursula are a fine example of this, AFNorth being an International School and ST. Ursula being a private school. They house different students and are even in different countries but some classes can be the same. Kids at St. Ursula can do things such as Beekeeping, using key cards for paying for lunch, and so on. People who are at AFNorth can compete in sports through Europe, hang out with students from different countries, and so on.

It is sure that even most schools in a country desire change toward global education. If governmental stakeholders, such as many governmental departments that are devoted to globalization educational transformation, do not take action, no change will take place. Within schools, there are departments concerned with curriculum and other areas of the school hierarchy that perform assessments and do teacher training, and ICT. These stakeholders are all essential to transform ideas into policy. It will make education more available, more equitable and successful for millions of children across the shrinking globe.

“If you are bored, it is your own fault and no one else’s. The obligation to amuse and instruct yourself is entirely your own, and people who don’t know that are childish and to be avoided.” These are the words spoken to a young John Taylor Gatto by his grandfather, words that Gatto took to heart. He then spent much of his life trying to teach this lesson to his students. Years later, having apparently discovered that his mission was in vain John wrote an article in the September of 2003 issue of Harper’s arguing that the American school system is one engineered to instill in the students of America boredom, childishness, and obedience. Citing years of experience working in the schools of New York and as well as historical evidence, Gatto

Thesis: Private school students are more likely to have a better viewpoint in learning, a firm stance in education, and will be more successful in colleges than of public school students.