A pedagogy for international education

Abstract

Although Phil Hughes' main areas of interest have not been directly related to international education per se, he is indisputably an internationalist with wide experience of education systems in many countries. Moreover, his involvement with the UNESCO implementation of the Delors (1998) report (which I had the pleasure of discussing with him on more than one occasion in Paris in the late 1990s) drew him even closer to the field-the four pillars of the Delors Report encourage national systems to recognise the interdependence of the world and its cultures as they shape their curricula. In some ways this report was an up-to-date and freshly cast reaffirmation of the UNESCO 1974 aims of international education for member states. National and international education agendas are merging. Hughes has made many statements about teaching, learning, curriculum development, and student assessment which have very close affinities with international education and the major premises on which it is based. A number of such references therefore appear in this chapter as a tribute to Hughes' contribution (perhaps even unwittingly) to this emerging field, and as reassurance for those of us embedded in it, that international education is on the right track. © 2007 Springer Science+Business Media B.V.