The international education in Argentina: what for, for whom and why
A study on international schools
DOI:
https://doi.org/10.21879/faeeba2358-0194.2024.v33.n73.p204-223Keywords:
Internationalization, schooling, argentinsAbstract
The article analyzes the internationalization of education in Argentina at the secondary level. For this, it uses qualitative research that began in 2018, in which educational agents - authorities and teachers – were interviewed. We interviewed schooling agents from schools that a) belong to the International Baccalaureate network, which through its Diploma Program accredits degrees internationally, were interviewed. and b) binational schools, that is, institutions that, in addition to being Argentine and complying with local regulations, belong to a second Nation State. The objective of the article is to investigate the reasons why schools integrate these networks. We start from the hypothesis that schools that adopt programs related to international education as we have defined it, do so to validate themselves - and revalidate themselves - within their circuits, as “good” and “demanding” schools. while separating from schools that, although they are for the same audiences in socioeconomic terms, are known as schools “for the rich people”. This distinction makes it possible to delimit moral and symbolic boundaries not outside their own spectrum. Participation in these programs - which become circuits - implies belonging to a global social space that grants competencies or skills valued by these circuits and by those who are left outside of it.
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