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\nConceptualizations and Approaches  \nAbdelhady Elnagar & Jon Young University of Manitoba  \nAbstract  \nWhile there is now extensive literature related to the internationalization of post-secondary education in Canada, developments within K-12 public schooling have received much less attention. This article explores recent developments in international education in Canadian public-school systems, with specific attention to developments in Manitoba. In doing so, it argues that these developments incorporate three distinct policy interests – trade, immigration, and education – resulting in strong federal influences on provincial education policies and practices. The article examines two major international education initiatives: the recruitment of international students; and, the establishment of affiliate school agreements overseas. It argues that these recent developments reflect a particular notion of “the internationalization of public schooling” where a historical notion of “international education” as a learning-focused concept has been supplanted by an economic and market-driven notion that has trade and immigration considerations as its primary interests.  \nKeywords: international education, internationalization, public schooling.  \nIntroduction  \nIn 2017, there were 492,085 international students studying in Canada. Approximately 75% of these students were enrolled in post-secondary education institutions, and 15% were enrolled in secondary or lower levels of education (Canadian Bureau for International Education, 2018a). While there is now a substantial scholarly literature related to the internationalization of post-secondary education in Canada (for example, Anderson, 2015; Chen, 2008; Garson, 2016; Guo & Guo, 2017; Larsen, 2015; Viczko & Tascón, 2016; Weber, 2007), research on this topic related to public K-12 schooling is much less well developed (Elnagar, 2019; Cover, 2016; Tamtik, 2018). In an effort to map-out the terrain of the emerging area of internationalization of public schooling, this article provides an analysis of how the two terms, or notions, of international education and internationalization have come to embody different meaningsand practices in relation to public schooling. It also examines the growing federal interests in that area and the market-driven approaches to the internationalization of public schooling in the case of Manitoba. The article concludes with suggestions for an ongoing research agenda. In doing this, the article buildson four main arguments: (i) that the development of K-12 international education policies and practices in Canada reflect the influences of three distinct policy interests; trade – the marketing of Canadian education overseas; immigration-international education as an immigration strategy and path to Canadian citizenship; and, education – international education as a process for fostering international awareness and the preparation of young people for life in an increasingly interdependent world (Hayden & Thompson, 1995); (ii) that as a consequence of these framing influences, and notwithstanding the fact that  \njurisdiction over education in Canada lies primarily with provincial legislatures, the overriding interests of trade and immigration have resulted in a strong federal influence on internationalization policies and practices; (iii) that while the literature on international education offers a broad range of possible initiatives and approaches, to date priority in Canada has been given to only two approaches – the recruitment of international students and the establishment of Canadian affiliated schools overseas; and, (iv) that these recent developments reflect a particular notion of ‘internationalization’ of public schooling consistent with neoliberal discourses of commodification, marketization and privatization of public education. As such, the article suggests that the in","cbCaivHis7rLuU7X","https://ap.wps.com/l/cbCaivHis7rLuU7X","pdf",428374,15,"English","# Abstract\n# Introduction\n# Methodology\n# International Education and Internationalization","[{\"question\":\"What does the article argue about the drivers of internationalization in Canada’s public schooling?\",\"answer\":\"It argues that K-12 international education policies integrate three policy interests—trade, immigration, and education—leading to strong federal influence on provincial education policies and practices.\"},{\"question\":\"Which two major international education initiatives are examined?\",\"answer\":\"The article examines the recruitment of international students and the establishment of affiliate school agreements overseas.\"},{\"question\":\"How does the article characterize the change in the meaning of “internationalization of public schooling”?\",\"answer\":\"It argues that the historical, learning-focused concept of “international education” has been replaced by an economic and market-driven notion where trade and immigration considerations become primary interests.\"}]","International Education and the Internationalization of Public Schooling in Canada: Conceptualizations and Approaches | PDF",1792083966,38]