ABSTRACT
For many years, some of the most inspired exponents of international education have been involved in an ongoing yet inconclusive debate about exactly how this concept should be defined. Numerous articles in the professional literature have contributed reflections, analyses and even the first steps of empirical research to this debate, but the term itself still seems to indicate a galaxy of ideas and experiences rather than a distinctive approach to education. Before addressing the question of where we might find the ‘international’ in school management, then, it will be useful to clarify where I am going to seek the ‘international’ in education as a whole.
