Seeing the forest for the trees: The International Baccalaureate Primary Years Programme exhibition and Global Citizenship Education

Abstract

The purpose of this research was to determine the depth and scope of Global Citizenship Education (GCE) through the International Baccalaureate (IB) Primary Years Programme (PYP) exhibition. The small-scale qualitative study describes how a fifth-grade cohort and teachers at The International School of Azerbaijan uncover GCE in situ. Drawing on GCE literature, including Irene Davy’s IB position paper and UNESCO’s Global Citizenship: Education Topics and Learning Objectives, the study seeks to align current theory on GCE and the components of the exhibition. The research is underpinned by communicative action and reflection, denoting a critical stance on epistemology. The resulting conceptual GCE framework positions authentication, co-creation and substantiation as key enabling features of the PYP exhibition. As the presented framework is based on practice, the key assertions are applicable to educators, schools and networks seeking to enliven contextual modes of global learning.

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

“…At an international school in Turkey, Year 7 students appreciated not being required to memorise notes written on the class board, enjoyed the discussions within the classroom where opinions were exchanged and heard and, generally, students took more responsibility for their learning and completing their tasks than in a traditional local school (O’Boyle, 2009). Students at another international school reported that they developed an awareness of complex issues around the world through using their inquiry and analytical skills (Palmer, 2016).…”

“…In Wright et al’s (2016) study of 54 countries and 177 schools, 88% of IB Coordinators reported that their school adopted the MYP because they valued its pedagogical approach. Teachers at an international school in Azerbaijan believed that the PYP exhibition, a key assessment piece where students research an area of interest and present their findings to members of the school community, empowered students to take charge of their learning by encouraging them to explore an area of interest and letting these students know that their opinions are important (Palmer, 2016).…”

“…In studies from multiple national contexts, IB students report that the DP develops these skills (Belal, 2017;Hayden & Wong, 1997;Hinrichs, 2003;Lineham, 2013;Poonoosamy, 2016;Wilkinson & Hayden, 2010). Students in the PYP have also reported this finding, as found by Lebreton (2014) and Palmer (2016). On the other hand, many students in the study by Tarc and Beatty (2012) did not perceive that international mindedness was a main area of focus in the DP and were sceptical that it developed this outcome.…”

Multilingualism and global education on the development of cross-cultural intelligence for students at international schools

“…Ludwig Wittgenstein (1889Wittgenstein ( -1951 The objective of this general qualitative study is to understand the role of bilingualism and global education on the development of cross-cultural intelligence for students at International Baccalaureate (IB) schools worldwide, focusing on graduates from the International School of Ukinoto (pseudonym) located in the north east of the United States. A culturally intelligent person will have a better understanding of global ethics, cross-cultural empathy and will strive to become an active member of the global community (Palmer, 2016).…”

“…The participants' interviews revealed a clear evidence that family dynamic and privilege was a big factor in transformative learning, but not the only thing. Teachers also played a big role in the education and learning of students (Mezirow, 2012;Taylor, 2007;Palmer, 2016;Moloney & Saltmarsh, 2016;Misiaszek, 2016;Meier, 2009;Ng, Van Dyne & Ang, 2009;Sahin, Gurbuz & Köksal, 2014;Tochon, 2009, Sobol, Cleveland & Laroche, 2018Wlodkowski & Ginsberg, 1995). Teachers at IB schools model the IB mission and are themselves multilingual, multicultural and representatives of different ethnic groups.…”