Reframing international mindedness
A critical review of its role in international
DOI:
https://doi.org/10.32674/8fw0rv70Keywords:
International education, International mindedness, Teacher education, Multicultural education, Preservice teachers, International studentsAbstract
This review critically examines the concept of international mindedness (IM) within the broader discourse of international education. Drawing on a semi-systematic literature review, the study interrogates how IM has been conceptualized, applied, and critiqued across educational contexts. Adopting a critical lens, the review uncovers the predominantly Western-centric orientation of IM and its implications for educational practices and policy in multicultural and global settings. The findings challenge the assumed universality of the concept and call for a more inclusive and context-sensitive understanding of international mindedness. Thematic sections highlight key trends and tensions in the literature, followed by a discussion of implications for teacher education, curriculum design, and the positioning of international students. The review concludes by advocating for a reimagined, pluralistic approach to IM that reflects the realities of global education.
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