Cultural Borderlands

This article describes an ethnographic case study carried out in an international school in the Netherlands. Using a model borrowed from school improvement theory, it examines the process factors in an international education leading to both pragmatic and ideological outcomes. The study finds that a largely monocultural school culture, as is found in many international schools, can not only cause problems for students from minority cultures but can also inhibit the intercultural learning of those from the majority student culture.