International Schools and the International Baccalaureate

Fox, Elisabeth J.

doi:10.17763/haer.55.1.cl26455642782440

Cited by 48 publications

(28 citation statements)

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“…Historically, the IB Diploma's globally portable curriculum developed in the 1960s-1970s as a response to the mobile family lifestyles of educated elites working for the United Nations in Geneva to promote their children's access to university study (Fox 1985). The IB Organisation, through its Diploma curriculum, has maintained a commitment to a 'well-rounded' education, requiring study across six disciplinary areas, including a second language, with additional core requirements of an extended essay, the interdisciplinary subject 'Theory of Knowledge', and participation in 'community, action and service'.…”

Section: Introduction -The Problem Of Why This Choicementioning

confidence: 99%

Planning mobile futures: the border artistry of International Baccalaureate Diploma choosers

Doherty

Shield

2009

British Journal of Sociology of Education

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This paper reports on a study of students choosing the International Baccalaureate (IB) Diploma over state-based curricula in Australian schools. The IB Diploma was initially designed as a matriculation certificate to facilitate international mobility. While first envisaged as a lifestyle agenda for cultural elites, such mobility is now widespread with more people living 'beyond the nation' through choice or circumstance. Beck and others highlight how the capacity to cross national borders offers a competitive edge with which to strategically pursue economic and cultural capital. Beck's 'border artistes' are those who use national borders to their individual advantage through reflexive strategy. The study explored the rationales and strategy behind the choice of the IB Diploma curriculum expressed by students in a focus group interview and an online survey. This paper reports on their imagined transnational routes and mobile orientations, and how a localised curriculum limits their imagined mobile futures.

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Section: Introduction -The Problem Of Why This Choicementioning

confidence: 99%

Planning mobile futures: the border artistry of International Baccalaureate Diploma choosers

Doherty

Shield

2009

British Journal of Sociology of Education

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“…The IB is the prototypical transnational school curriculum with its origins in the needs of mobile transnational elites (Fox, 1985). The norm in OECD countries has been for secondary curricula to remain under the jurisdiction of the state, province or nation both to facilitate pathways to matriculation and post-secondary participation, and to serve the distinctive knowledge, civics and values of nations.…”

Section: The Ib By Designmentioning

confidence: 99%

Choosing your niche: the social ecology of the International Baccalaureate Diploma in Australia

Doherty

Luke

Shield

et al. 2012

International Studies in Sociology of Education

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Catherine Doherty is a sociologist of education with interests in internationalisation of curriculum and pedagogy across sectors.Allan Luke is a research professor working in educational policy, curriculum studies, Indigenous education and literacy.Paul Shield is a research fellow in quantitative methodologies for educational research .Candice Hincksman is a senior research assistant and doctoral candidate in statistics. The International Baccalaureate's branding and reputation targets academic high achievers aiming for university entrance. This is an empirical examination of the growing popularity of this transnational secondary credential amongst local populations in Australia, focusing on its uptake across the community, and the discourses underpinning its spread and popularity. This paper reports on online surveys of 179 parents and 231 students in schools offering the IB as an alternative to Australian state curricula. It sets out to understand the social ecology of who chooses the IB and who it chooses. Statistically significant differences between IB and non-IB choosers were found in terms of family income, parent education, student aspirations, transnational lifestyles, and neoconservative, neoliberal and cosmopolitan beliefs. The analysis demonstrates how the reproduction of advantage is accomplished through choice behaviours in stratified educational markets.Keywords: International Baccalaureate, selectivity, neoliberalism, neoconservatism, cosmopolitanism, transnationalism. This paper explores a relatively new educational phenomenon: the presence of a transnational secondary credential within local curricular markets that historically have been monopolised by a state-level certification. Over its 40 year history, the International Baccalaureate Diploma has been typically associated with international schools for expatriate communities in the US, Canada, UK, Asia and Europe (Bunnell, 2008). However, this ambit has recently expanded to offering a branded alternative in private and government schools with local catchments, enabled by regulatory regimes encouraging competition with state schooling and its official curriculum. In 2011, the IB was offered in a total of 11 state-funded schools, and 51 independent schools in Australia. This ratio is higher in the UK, (139 of the 219 IB The IB by designThe IB is the prototypical transnational school curriculum with its origins in the needs of mobile transnational elites (Fox, 1985). The norm in OECD countries has been for secondary curricula to remain under the jurisdiction of the state, province or nation both to facilitate pathways to matriculation and post-secondary participation, and to serve the distinctive knowledge, civics and values of nations. In the last decade, the (1) retrospective canonical knowledge and habits of mind, and (2) emergent forms of 'intercultural capital' (Goldstein, 2007) that will facilitate prospective participation in transnational economies (Resnick, 2008). The IB's broader impactThough enrolling only a small proportion of Aust...

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“…(Walker, 2002, p. 51) Walker continues: "IB teachers should ensure that their students appreciate the diversity of models of learning, of which the western humanist is (but) one" (p. 51). Still others reinforce the fear that, despite these good intentions, the IB programmes could play a role in the perpetuation of cultural imperialism (Drake, 2004;Fox, 1985). In Nairobi, the Eurocentrism of the language courses became evident when African teachers made the point that English literature written by Africans was as much integrated in their native language as English literature written by authors from Britain or the United States.…”

Section: Poonoosamymentioning

confidence: 99%

“…In Nairobi, the Eurocentrism of the language courses became evident when African teachers made the point that English literature written by Africans was as much integrated in their native language as English literature written by authors from Britain or the United States. They also made the case for oral literature as a legitimate literary genre alongside poetry, short stories, theatre and novels (Fox, 1985(Fox, , 1998. In the post-colonial African context, in the study of World literature, hardly any Mauritian texts are studied.…”

Section: Poonoosamymentioning

confidence: 99%

“…For students in Mauritian institutions, because the exams are set according to British and French standards for the Cambridge HSC and the French Baccalaureate programmes respectively, the learnings which are privileged are English-and French-based, not only in knowledge but also in knowledge development. That knowledge still functions in a colonial matrix; so too, it seems, does the IB given the Eurocentrism of the language courses (Fox, 1985(Fox, , 1998.…”

Section: Learning Theoriesmentioning

confidence: 99%

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The International Baccalaureate Diploma Programme in post-colonial Mauritius: reaffirming local identities and knowledges

Poonoosamy

2010

Asia Pacific Journal of Education

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International Schools and the International Baccalaureate

Cited by 48 publications

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Planning mobile futures: the border artistry of International Baccalaureate Diploma choosers

Planning mobile futures: the border artistry of International Baccalaureate Diploma choosers

Choosing your niche: the social ecology of the International Baccalaureate Diploma in Australia

The International Baccalaureate Diploma Programme in post-colonial Mauritius: reaffirming local identities and knowledges

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