Conrad Hughes
Conrad Hughes is Campus and Secondary Principal at the International School of Geneva, La Grande Boissière, the oldest international school in the world. He has worked in schools in Switzerland, France, India and the Netherlands. He teaches Philosophy. He holds a PhD in English literature, led the publication of Guiding Principles for Learning in the 21st Century with UNESCO and was chief editor for a special edition of Springer’s Prospects Journal on Learning in the 21st Century.
Subjects: Education, Social Psychology
Biography
Education
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EdD, Durham University (in progress)
PhD in English, University of the Witwatersrand (2008)
Masters in Comparative Literature, Montpellier (2000)
Areas of Research / Professional Expertise
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• 21st Century Education
• Prejudice
• Critical Thinking
• International Education
Books
Articles
International education and postcolonialism
Published: Jul 21, 2016 by Journal of research in International Education
Authors: Conrad Hughes
This article aims to look at the concepts of internationalism and international education through the lens of postcolonial theory, arguing that the fundamental aims of international education are obstructed as it remains a concept locked in the idea of the nation state that has not evolved with the ideas of major postcolonial theorists.
A critical analysis of the International Baccalaureate’s Middle Years Programme
Published: Dec 01, 2014 by Journal of research in International Education
Authors: Conrad Hughes
Subjects:
Education
The International Baccalaureate’s Middle Years Programme (IBMYP) is designed to support the development of creativity, critical thinking, international-mindedness and values. However, close inspection of the programme’s assessment structure suggests that many of the competence-related and dispositional elements of the programme’s construct are to be assessed using performance rather than competence models. The article discusses and problematises this tension.
Learning and Competences for the Twenty-First Century
Published: Nov 30, 2014 by Springer (Prospects)
Authors: Conrad Hughes & Clementina Acedo
Subjects:
Education
This article addresses the core competences, attitudes and knowledge that the authors believe will promote transformative learning in the 21st century and should, therefore, feature in curriculum design. It defines the purpose of curriculum, stressing the need for a coherent worldwide understanding of what is meant and intended by curriculum, and then focuses on learning as the cornerstone of curriculum, before turning to the guiding principles that should guide curricula in the 21st century.
Theory of Knowledge aims, objectives and assessment criteria
Published: Apr 01, 2014 by Journal of research in International Education
Authors: Conrad Hughes
This article analyses the construct validity of the International Baccalaureate Diploma Programme’s Theory of Knowledge course in the light of claims that it is a course in critical thinking. It concludes with suggestions for improvement in the writing of the Theory of Knowledge guide so that it might place more emphasis on certain strands of critical thinking that are currently not developed in its structure.
How can international education help reduce students’ prejudice?
Published: Jan 10, 2014 by Springer (Prospects)
Authors: Conrad Hughes
Subjects:
Education
This article offers a definition of prejudice and then reviews the literature on relevant theories of its development and methods to identify and map it. It then discusses how prejudice is institutionalised and legitimised in schools, before turning to the main thrust of its investigation: the extent to which international education (K-12) can reduce prejudice. It then offers several sets of suggestions on how to reduce prejudice in schools, drawing on research, theory, and practice.
Passion for Beauty: A Model for Learning
Published: Jun 14, 2012 by Scientific Research
Authors: Conrad Hughes
This essay investigates the idea that effective teaching entails a passion for the beauty of the subject matter being taught. It argues that the most effective learning must involve some degree of passion for the subject from the teacher that the student integrates and appropriates. The conclusion considers passion for beauty as the core element of good learning and how this should be valorised openly and not seen as opposing constructivist pedagogy.