The International Baccalaureate in Remote Indonesian Contexts PDF Download

Author: Susan Fay Ledger
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 744

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Book Description
[Truncated abstract] The aim of the study reported here was to analyze the dynamics of curriculum policy processes involved in the production and enactment of the International Baccalaureate Primary Years Program (IBPYP) in three remote international schools in Indonesia. Whilst the study was primarily focussed on how micro level policy actors make meaning of the IBPYP, and the micro-politics involved in curriculum policy enactment in schools, the significance of accelerating globalization required an examination of accompanying national, regional and global influences embedded in the complex curriculum policy process. The concept of a 'policy trajectory' provided a framework for the research. The 'policy trajectory' consists of influences; policy text production; practices and effects from the policy; and longer-term outcomes of the policy. In this study the 'policy trajectory' was analysed at macro, meso and micro levels of the IBPYP curriculum policy process. The macro level in this study refers to the forces of globalization and the IB world, the meso level includes a regional and national focus, namely Indonesian Government policy and the IB Asia Pacific regional office, and the micro level focuses on three case study sites. The research questions and findings were both framed around these four contexts and three levels of the policy process. A hybrid theoretical framework guided this qualitative research along the policy trajectory and across multiple case study sites. Dual paradigms of interpretivism and critical theory offered the best approach to frame the investigation and were employed at different stages of the policy analysis. Interpretivism was used for early data collection and analysis of documents, semi-structured and focus group interviews in the case study schools. Later, 'critical theory' was used to facilitate the meta-analysis and examine power relationships across the extended policy process from global to local school levels. The findings are initially reported for each case study separately prior to a cross case analysis at the micro level of the policy trajectory. Findings are discussed in relation to the literature and framed by the four research questions which correspond to the four contexts of the policy trajectory. The 'context of influence' revealed that the pressure of globalization, including a global trend towards internationalizing school curriculum and the marketization of international education, is transforming twenty first century education policy agendas and contributing to the changing face of international schools, teachers and students. It also highlights global branding and global currency as playing a significant role in the adoption of the IBPYP by case study schools. The 'context of policy text production' revealed key policy texts and processes as tools that transmit the ideological underpinnings of the IBPYP. The 'context of practice' revealed the centrality of teachers and leadership team including the IBPYP coordinator in the IBPYP policy process. Issues such as personality, pedagogical alignment and background experiences provided barriers and filters in the translation of IBPYP policy into practice. The 'context of outcomes' highlighted power relationships and social inequities along the policy trajectory...