How might IB classroom pedagogy ‘make a better world?’ (Toward) illuminating a promising IBDP teacher praxis

Lyons, John L.; Tarc, Paul

doi:10.1080/14767724.2022.2142764

Cited by 3 publications

(3 citation statements)

References 29 publications

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“…in Victorian Government IB-PYP practice expressions of the IB-PYP to reinforce a competitive entrepreneurialism is worthy of exploration; however, the stories of policy experience in this paper illustrate the way that a "critical-relational pedagogy" (Lyons and Tarc, 2022) is made possible through the IB-PYP but is also denied as its take-up encounters local technocratic expectations.…”

Section: Policy Effectsmentioning

confidence: 90%

“…Likewise, the IB-PYP must also encounter local manifestations of neoliberalism's abstract mechanisms as a policy product emblematic of a free-market rationality (Ball, 2012) and in its espoused commitment toward the development of competitive, flexible and entrepreneurial freedom through life-long learning and learner agency (Rizvi, 2007). Whether schools and teachers take up the policy-practice expressions of the IB-PYP to reinforce a competitive entrepreneurialism is worthy of exploration; however, the stories of policy experience in this paper illustrate the way that a “critical-relational pedagogy” (Lyons and Tarc, 2022) is made possible through the IB-PYP but is also denied as its take-up encounters local technocratic expectations.…”

Section: Introduction: Dual Policy Expectationsmentioning

confidence: 95%

“…The IB-PYP's take up as an educational product and/or an educational ideal Where the IB-PYP is understood to be taken up by individual schools for its perceived competitive advantage (Resnik, 2018;Wright and Buchanan, 2017), it is also pursued for its espoused "educational authenticity" (L€ uddecke, 2015) and policy-practice potential to make possible a "critical-relational pedagogy" (Lyons and Tarc, 2022). Given the IB's mission statement calls for "a better and more peaceful world" (IBO, 2022, para.…”

mentioning

confidence: 99%

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Using teacher narratives to map policy effects in the Victorian Government International Baccalaureate Primary Years Programme (IB-PYP) context

Zonca,

Ambrosy

2023

QRJ

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PurposeGovernment primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and governance expectations. The purpose of this paper is to explore how teachers navigate and contest dual policy-practice expectations in the Victorian Government IB-PYP context.Design/methodology/approachThis study used a narrative inquiry approach. The narratives of two teachers were generated through a narrative interview and then re-storied with participants through a set of conceptual lenses drawn out of the policy assemblage and affect studies theoretical spaces.FindingsThe stories participants told show that competing mandatory local policy expressions are experienced and contested both to stabilize a technocratic rationality and produce alternative critical-political educational futures.Originality/valueThere a few accounts of teachers' policy experience in government school settings implementing the IB-PYP. In addressing this gap, this paper directly responds to prior claims of the IB's failure to promote an emancipatory pedagogy, showing instead that when teachers who bring a more critical understanding of educational purpose to their work take up the IB-PYP policy to support the enactment of that purpose.