Borderlands: A Critical Examination of an International School in The Netherlands

Abstract

This paper aims to borrow the notion of critical pedagogy, and particularly Henri Giroux’s notion of border pedagogy, and view it critically in the context of one of the international schools. The context of this school near The Hague in the Netherlands is first outlined. Giroux’s notion that schools are ‘pedagogical cultural borderlands’ and that both teachers and students are border crossers is examined. Also notions of identity are explored. It is noted that border pedagogy tends to be too theoretical and not related sufficiently to practice. In conclusion indication is made as to how practical considerations might be constructed with particular reference to the teaching of English.