What is the ‘International’ in the International Baccalaureate?

Tarc, Paul

doi:10.1177/1475240909344679

Cited by 28 publications

(21 citation statements)

References 12 publications

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“…Although we assert that the provision of an international curriculum is the institutional primary task in those schools wishing to legitimately claim to be international we acknowledge that the notion of an international curriculum may be problematic. Cambridge (2011) argues that the concept of an international curriculum is complex, and defining both the international and curriculum aspects of provision is not straightforward (Hayden, 2013;Tarc, 2009). Several international curriculums have been specifically designed to be international in nature, for example, the International Primary Curriculum (IPC) (Fieldwork Education, 2016).…”

Section: Discussionmentioning

confidence: 99%

Establishing the legitimacy of a school’s claim to be “International”: the provision of an international curriculum as the institutional primary task

2016

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The recent growth in the number and diversity of schools around the world classified as 'International Schools' raises questions about what makes a school's claim to be an International School legitimate. From the analysis we report here, the provision of an international curriculum emerges as what a school must do to be legitimate as an International School. It is an International School's primary task and those in such a school ideally undertake institutional work on that task. We consequently bring the idea of the institutional primary task into institutionalisation theory where it assumes a significant but previously unacknowledged place and a key consideration in institutional legitimacy. In the article, we use the provision of the International Baccalaureate Diploma Programme in an International School to illustrate the notions of the institutional primary task and the pillars and carriers of institutionalisation in practice. The analyses reported in the article develop understandings of International Schools and institutionalisation theory.

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Section: Discussionmentioning

confidence: 99%

Establishing the legitimacy of a school’s claim to be “International”: the provision of an international curriculum as the institutional primary task

2016

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“…What continued to emerge throughout this historical period were structuring tensions between pragmatic concerns and weakly formulated human rights ideals (Tarc, 2009b). Tensions lay in the development of a programme of study that promoted international understanding at a time when the purpose of schooling was to produce national subjects (Tarc, 2009a).…”

Section: Human Rights As An Embedded Logic Within the Ib Contextmentioning

confidence: 99%

Logic hybridity within the International Baccalaureate: the case of a state school in Poland

Parish

2018

Jnl of Research in Internatl Education

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This article takes a ‘vertical’ comparative case study approach to the study of the human rights logic of the International Baccalaureate. It explores how the global human rights logic is experienced and adhered to by students taking the International Baccalaureate Diploma Programme in one state school in Poland. As part of a larger study the article uses the data scores from the Human Rights Competence Development Survey (Parish, 2018) as a measure of the level to which students adhere to the human rights logic of the International Baccalaureate. Semi-structured interviews with a small sample of students and the International Baccalaureate Diploma Coordinator were conducted to explore how those students experience the International Baccalaureate human rights logic in an attempt to understand why they have or have not developed high levels of adherence. The findings indicate that adherence to the human rights logic varies depending on factors both within and beyond the school learning community. What also becomes clear is that there is logic hybridity as the human-rights-promoting logic competes with the more pragmatic concerns of examination success and university ambitions.

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“…And, in order to complete secondary education at the international school where there are students with different nationalities, it was necessary to establish a common international curriculum independent of the education system of each country, at the time that international migration was becoming more active [6]. Also, from the reflection of the Second World War, it is said that the necessity of education based on the viewpoint of global pacifism that is not reflective of nationalism, that is not biased toward any country's educational policy was also required [7].…”

Section: Bothmentioning

confidence: 99%

Impact of Educational Practice According to the Context Unique to Japan through Introduction of International Baccalaureate

Moriguchi¹

2018

IJI

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International Baccalaureate (called IB) has expanded its number in various parts of the world. This paper shows how IB programmes spanning the world change educational practices in the particular region and country, with a focus on Japan. There are a number of educational elements peculiar to Japan (the homeroom system, the comprehensive role of teachers, club activities, etc.) that present barriers to the introduction of Western-oriented IB programmes. At the same time, the government intends to improve its quality by incorporating IB into existing education curriculum in Japan. Though comparing Japan's public/private IB (and non IB) schools with International schools that offer IB programmes, this paper has significance in the aspect of investigating how the problems peculiar to that country are occurring in the practice of IB in Japan, non-Western country, and of leading to an understanding of how changing educational practices can create merits and difficulties when attempting to merge national educational practices with overseas educational elements.

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What is the ‘International’ in the International Baccalaureate?

Cited by 28 publications

References 12 publications

Establishing the legitimacy of a school’s claim to be “International”: the provision of an international curriculum as the institutional primary task

Establishing the legitimacy of a school’s claim to be “International”: the provision of an international curriculum as the institutional primary task

Logic hybridity within the International Baccalaureate: the case of a state school in Poland

Impact of Educational Practice According to the Context Unique to Japan through Introduction of International Baccalaureate

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