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Abstract
Internationalization has been described as a moral, intellectual, and professional imperative for psychology and its subdisciplines. Numerous scholars within and outside of psychology have been discussing the meaning and importance of internationalization, but the descriptions, definitions, and goals described within the existing literature vary. Furthermore, many authors have used the term “internationalization” without providing any description or definition at all, as is likewise the case with the school and educational psychology scholarship. The central purpose of this paper is to propose a working definition, set of potential goals, and conceptual model of internationalization that has relevance for school and educational psychology. As discussed in the paper, the ideas presented are meant to stimulate opportunities for dialogue, reflection, and critique among a global community of scholars and practitioners—they are not presented with the viewpoint that they ought to be adopted. Within the conceptual model, it is argued, for example, that intentionality, inclusivity, reciprocity, and consideration of goals will help to support internationalization efforts. Proposed goals include relatively more immediate objectives (e.g., enhancing internationally representative scholarship, improving discipline‐relevant advocacy and support efforts) that should help to enable broader internationalization goals (e.g., offering the most effective services to those supported by the international community of school and educational psychologists). The conceptual model is also discussed in the context of existing discipline‐specific research and areas of scholarship that are relatively scarce. The paper concludes by describing limitations, considerations, and potential future efforts relevant to definitions and conceptualizations of internationalization.
- Psychology in the Schools, Volume 55, Issue 8, Page 924-940, September 2018.