Marwa Elgezery is the Founding Head of Sakura International School, a role she took on in April after a distinguished seven-year tenure as the K-12 principal at Kansai International School. With extensive experience guiding schools through IB continuum authorization and CIS accreditation, Marwa is a reflective practitioner deeply committed to strategic planning, educational leadership, and policy development. Her contributions as an evaluator and team chair for CIS/WASC reflect her dedication to enhancing educational quality on a global scale. Her commitment to inclusion and lifelong learning is central to her philosophy, making her a dedicated leader in the field of education.
The Diverse Landscape of International Schools
The global education landscape has become increasingly diverse, marked by the emergence of various types of international schools that cater to different needs, ideologies, and student populations. While these schools share the common goal of providing a globally oriented education, they differ significantly in their approaches, philosophies, and governance structures.
Over the years, educators and researchers have attempted to categorize these schools, creating a framework that helps to understand their unique features and contributions to global education.
Existing Categories of International Schools
The categorization of international schools, as reviewed by Hayden and Thompson (1995), has been shaped by various scholars over the years. One of the most recognized categorization methods was proposed by Leach (1969), as discussed in Hayden and Thompson (1995), who identified four main types of international schools: schools serving students of several nationalities, expatriate national schools, joint national groupings, and international schools affiliated with the International Schools Association (ISA). These categories highlight the diverse student populations and the varying degrees of internationalism these schools embody.
Building on this foundation, Sanderson (1981) expanded the categorization by introducing additional types, such as true international schools, multinational student body schools, and expatriate national schools with international aims. Sanderson’s work reflects the evolving nature of international schools, particularly how schools originally founded for expatriates have increasingly adopted international perspectives.
Ponisch (1987) further detailed the categories, identifying schools for internationally mobile families, philosophically driven schools, and proprietary international schools. This categorization underscores the increasing complexity of the international school landscape as schools respond to the needs of globally mobile families and the desire for educational philosophies that promote global understanding.
Matthews (1988) introduced a more philosophical distinction by categorizing international schools as either ideology-driven or market-driven. Ideology-driven schools, such as the United World Colleges, are founded with the express purpose of promoting international understanding and cooperation. In contrast, market-driven schools are established to meet the practical needs of expatriate communities, often prioritizing immediate educational needs over broader educational philosophies.
Challenges to Traditional Definitions
These established categories provide a comprehensive framework for understanding the different types of international schools that exist today. However, as the global education landscape continues to evolve, new sub-categories have emerged that challenge traditional definitions. As Larsson (2021) points out, the terminology and classification within international education are evolving to reflect the diverse approaches that schools take. Family-owned international schools represent a new and distinct category within this evolving landscape. One such sub-category is family-owned international schools, a unique and increasingly prevalent type of international school that combines the personal touch of family-run institutions with the broader goals of international education.
Introducing a New Sub-Category: Family-Owned International Schools
Family-owned international schools represent an emerging subcategory within the broader context of ideology-driven and philosophically driven international schools. These schools are distinguished by their origins, often founded by individuals or families within their home countries to provide education that aligns with their personal values and educational philosophies. Unlike other international schools, which may be established by organizations or for-profit entities, family-owned schools are typically rooted in the founders’ desire to implement specific ideological or philosophical principles into the educational environment.
As Bunnell (2014) observes, the international schooling landscape is increasingly shaped by institutions that aim to “promote values and worldviews that align with the broader goals of global society” (p. 34). Family-owned international schools fit within this trend, as they often prioritize educational philosophies that emphasize global citizenship, environmental sustainability, and intercultural understanding.
Bunnell, Fertig, and James (2016) further highlight that international schools often seek to align themselves with global values, noting that such schools aim to “legitimize their existence by aligning with the values of global citizenship and intercultural competence” (p. 412). Family-owned international schools, by their very nature, tend to embody these ideals, as their founders’ commitment to these principles drives the school’s mission and practices.
This emerging category of family-owned international schools adds a new dimension to the study of international education. It invites further exploration into how these schools balance their ideological commitments with the broader demands of providing a globally relevant education. By situating these schools within the established framework of ideology-driven and philosophically driven international schools, we can better understand their place and potential impact within the global education landscape.
- Bunnell, T. (2014). The changing landscape of international schooling: Implications for theory and practice. Routledge.
- Bunnell, T., Fertig, M., & James, C. (2016). What is international about International Schools? An institutional legitimacy perspective. Oxford Review of Education, 42(4), 408-423. https://doi.org/10.1080/03054985.2016.1195735
- Hayden, M., & Thompson, J. (1995). International schools and international education: A relationship reviewed. Oxford Review of Education, 21(3), 327-345.
- Larsson, J. (2021, November 11). The changing landscape of international education: It’s time to change our terminology. Council of International Schools. https://www.cois.org/about-cis/perspectives-blog/blog-post/%7Eboard/perspectives-blog/post/the-changing-landscape-of-international-education-its-time-to-change-our-terminology