Frangieh, Maha;
(2023)
Teachers, Leaders and Parents' Perceptions of international-mindedness in an international school in Qatar.
Doctoral thesis (Ed.D), UCL (University College London).
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Abstract
Parents at Madrasat Qatariya (MQ), an international school in Qatar, communicated their fear about their children losing their Qatari and Muslim identity as a result of international-mindedness education. Despite this fear, parents still sent their children to MQ, which offered the International Baccalaureate (IB) programme through a mission of developing students who are internationally-minded in terms of intercultural exchange, global engagement, and multilingualism. This conflictual situation created challenges among MQ parents, teachers, and school leaders related to the implementation of the standards and practices of IB. Through the lens of the cosmopolitanism and neoliberalism theories, the following case study aims at deepening the understanding of how MQ parents, teachers, and school leaders perceive international-mindedness, and consequently the strategies they use to deal with the challenges resulting from such an education. 190 parents, 80 teachers, and 7 leaders took the questionnaire, while 13 parents, 20 teachers, and 7 leaders participated in a more intensive qualitative data collection process including interviews and questionnaires, which I analysed through the Thematic Coding Analysis approach. The findings show that parents, teachers, and school leaders share a diverse understanding of international-mindedness, which is leading to challenges that are impacting the learning and teaching process at MQ. The major strategies that MQ teachers and leaders use to address parental concerns related to international-mindedness include collaborative teamwork, avoiding taboo topics, as well as a flexible approach to the overall implementation of the IB curriculum. Drawing on the findings of this study, I highlighted three strategies that international schools, similar to MQ contexts, can use to help develop students with international-mindedness including building a definition and ultimately a common understanding of international-mindedness within the particular context of the school, establishing external partnerships within the local community, and raising parental awareness though a comprehensive parent education programme.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ed.D |
| Title: | Teachers, Leaders and Parents' Perceptions of international-mindedness in an international school in Qatar |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2023. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10167249 |
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