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Abstract
This article describes a study that examined evidence of the enduring effects of United World Colleges (UWC) education, arguably the only purely ideology-driven international education model. The study adopted an interpretive phenomenological analysis of an autoethnography by a UWC graduate. The study found that the graduate has incubated her own ideal in seeking relevance to the changing world for the whole life environment that UWC had provided to nurture international togetherness on a personal level and across the globe.
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