Tensions with international mindedness: teaching in the international baccalaureate program

Abstract

PurposeInternational mindedness (IM) is a core element of International Baccalaureate (IB) programs. Implementation of IM varies with the type of international school and where the IB school is situated. This article seeks to understand the tensions that three teachers experienced while teaching the IB Diploma Program history curriculum.Design/methodology/approachFor this study, three IB teachers examined their experiences teaching the history curriculum. This article offers relevant research on the difficulties in implementing IM and the following tensions: (1) situating the IB curriculum; (2) with hegemonic privilege and (3) in high-stakes testing.FindingsIM can be integrated into the history curriculum to make the history curriculum relevant for the global community. While each interviewee enjoys teaching in the IB program and believes the IB history curriculum offers opportunity for IM, they also feel the history curriculum would benefit from modification. Each interviewee's points of view bring a relevancy and an authenticity for why tensions exist when teaching IB diploma history.Originality/valueThere is a gap of research in how and to what extent teachers implement IM into the IB high school history curriculum. Further, teachers' views regarding the IB history curriculum and whether the history curriculum facilitates one's teaching IM is largely anecdotal. Thus, this study is unique in its offering three interviews by IB high school history teachers on IM and the tensions they feel when teaching about and attempting to implement IM.

An overview of systematic reviews: International mindedness as a component of the IB Diploma Programme’s expansion

“…The global growth of the IBDP was evidenced in internal research (IBO, 2022b), Belal (2017) indicated that the IBDP in the Middle East has grown disproportionately and provided data to confirm her statement, while also noting that with regard to the Middle East ‘the research related to study of the outcomes of the IBDP’ was lacking (p 20). Ideally, IM is conceptually suited and therefore has a flexibility in applying and interpretating for the varied IBDP disciplines (Poonoosamy, 2016) to appeal to all regions, though this may be a double-edged sword as it is often left to the educator to implement (Chernoff, 2021). In addition, according to research arguing that IM remains foundational to the IBO and the IBDP (Belal, 2017), IM continues to conceptually evolve (Dickson et al, 2018; Gardner-McTaggart, 2016) and this challenges the ease of implementing (Wasner, 2016).…”