ISJ April 2017: Producing citizens of the world – or of nowhere? Prospects for international schools and international education in a post-Brexit polity

James Cambridge

Abstract:

The decision of the British government  following the outcome of the referendum of 23 June 2016  for the United Kingdom to withdraw from membership of the European Union (EU), a process familiarly referred to as ‘Brexit’  has the potential to cause profound repercussions for international schools and international education. The purpose of this article is to speculate on potential future directions for international schools and international education, particularly in the United Kingdom in the light of a post-Brexit polity. It is proposed that the impact of a policy of UK withdrawal from the EU may be described and analysed in four dimensions comprising:

• demand for student places in international schools;

• supply of teachers working in international schools;

• curriculum implemented in schools; and,

• ontological challenges relating to international education.