English, asked by kundanlama771, 4 months ago

write an essay on internationalisim​

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Answered by sanjayseth0011
0

Answer:

Internationalism is a political principle that advocates greater political or economic cooperation among states and nations.[1] It is associated with other political movements and ideologies, but can also reflect a doctrine, belief system, or movement in itself.[2]

Supporters of internationalism are known as internationalists and generally believe that humans should unite across national, political, cultural, racial, or class boundaries to advance their common interests, or that governments should cooperate because their mutual long-term interests are of greater importance than their short-term disputes.[3]

Internationalism has several interpretations and meanings, but is usually characterized by opposition to nationalism and isolationism; support for international institutions, such as the United Nations; and a cosmopolitan outlook that promotes and respects other cultures and customs.[2]

Answered by tarunbhatt346
1

18) refer to the lack of research on the impact of language learning on national and other identities, but do not make detailed proposals of what this could or should be. My argument is that we need an internationalist FLT.

Byram: Internationalisation in foreign language education 67 However, unlike nationalism, internationalism has been analysed much less frequently, either in general terms or in connection with education. For example, in an introductory book on nationalism by one of the most prolific writers in English (Smith, 2001), internationalism is not included in the index. This supports Kuehl’s (2009) assertion that historiography has paid little attention to internationalism and we need next a nuanced understanding of internationalism to underpin the challenge I am calling for. Internationalism It is important, first, to distinguish internationalism from internationalisation. Internationalisation has become widespread in Higher Education and is beginning to be a focus of secondary education (Rizvi, 2017). It focused initially on student and staff mobility, on changes in institutional structurers and, more recently, on calls for internationalised curricula in Higher Education (Leask, 2001; IoC, n.d.). Internationalisation may or may not lead to internationalism, for there is no necessary relationship between the two, and internationalism is not confined to education systems; it has a much wider and more complex relationship to societal institutions. Elvin (1960, p. 16) offers a useful starting point, with a definition of internationalism which he hopes is not contentious, aware as he is of the pitfalls of definition and the need for further analysis: What I mean by internationalism is a readiness to act on the assumption that mankind as a whole is the proper society to have in mind for matters that cannot with safety or with such good effect be left exclusively within the domain of smaller social groups such as nations. I think it will be agreed that this is not an extravagant definition. Further analysis of the history and ideology of internationalism, though hitherto limited in scope as Kuehl (2009) argues, shows that different types of internationalism have existed, and exist. Most types have accepted that the nation and the nation-state—problematic though the latter concept may be—co-exist with internationalism. Kuehl (2009) goes on to explain that only revolutionary internationalism starts from the premise that the nation-state can and should disappear. Although Holbraad (2003) identifies and analyses “liberal,” “socialist,” “hegemonic” and “conservative” internationalism, the most well-known and influential type is “liberal internationalism,” defined by Halliday as: a generally optimistic approach based upon the belief that independent societies and autonomous individuals can through greater interaction and co-operation evolve towards common purposes, chief among these being peace and prosperity. (1988, p. 192) Holbraad too links liberal internationalism with “confidence in the rational and moral qualities of human beings” (2003, p. 39) and “faith in progress towards more orderly social relations.” Kuehl (2009) argues that liberal internationalism is a phrase, often employed without definition, that is associated with the periods pre- and post-World War I. Halliday (1988) takes a similar view and explains how liberal internationalism was associated with peace movements before that war and the peace settlement after it. If internationalism has been minimally investigated in general, in education there has been even less analysis, either conceptual or empirical, particularly in the context of compulsory schooling. This historic lack of interest among educationists was probably due the dominant unquestioned assumption that schooling is “of course” a matter for nations and their statesx, and as a consequence, nationalism

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