ABSTRACT
This chapter considers the structure and activities of international schools and schools offering international education in the context of globalization, one definition of which is the spread of capitalist values around the world. International schools are characterized by diversity (Hayden and Thompson, 1995), which in turn implies a range of values applying to every dimension of their practice. The organizational culture of an international school therefore represents the reconciliation of a dilemma between the formation of a monoculture in terms of the educational values espoused by the organization, and the cultural pluralism of its teachers and students. This is a dynamic process and, as the components change over time, so the nature of the reconciliation also changes. Multiculturalism in education can be 'a substantial monoculturalism as to values, mitigated by tolerance of exotic detail' (Zaw, 1996). It may be argued, however, that parents choose to send their children to international schools because of the values that the institutions embody in terms of curriculum offered, organizational style and human relations practised between teachers and students.
