The International Baccalaureate: international education and cultural preservation

1997 ◽  
Vol 23 (3) ◽  
pp. 349-361 ◽  
Author(s):  
Mary C. Hayden ◽  
Cynthia S. D. Wong
Keyword(s):  
International Education ◽  
International Baccalaureate ◽  
Cultural Preservation

Critical service learning: A participatory pedagogical approach to global citizenship and international mindedness

2016 ◽  
Vol 15 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Victoria Wasner
Keyword(s):  
Service Learning ◽  
International Education ◽  
International Baccalaureate ◽  
Global Citizenship ◽  
International Schools ◽  
Ivory Tower ◽  
Pedagogical Approach ◽  
Effective Pedagogy ◽  
Key Terms ◽  
International Baccalaureate Diploma

International mindedness and global citizenship are two key terms within international education, which underpin much of the discourse within the International Baccalaureate Diploma Programme. This article proposes how a participatory approach to education for international mindedness and global citizenship can help educators within international schools to encourage students to think critically about reality beyond their ‘ivory tower isolation’, questioning the inequalities in the world that surrounds them. The article shows how the use of a critical, participatory pedagogy within the field of service learning can be employed in order to explore what global citizenship and international mindedness mean in the context of the International Baccalaureate Diploma Programme. The article also proposes that this participatory, critical inquiry involves engaging students as researchers as an effective pedagogy in order to bring about new knowledge and understandings relating to the concepts of global citizenship and international mindedness.

Investigating the cultural understandings of International Baccalaureate Primary Years Programme teachers from a transcultural perspective

2019 ◽  
Vol 18 (3) ◽  
pp. 257-273
Author(s):  
Niranjan Casinader ◽  
Lucas Walsh
Keyword(s):  
International Education ◽  
Student Outcomes ◽  
International Baccalaureate ◽  
Research Study ◽  
Modern Society ◽  
Teacher Expertise ◽  
Cultural Education ◽  
Teacher Capacity ◽  
Primary Years Programme ◽  
Cultural Reality

It is now generally accepted that the teaching of cultural understanding is central to international education, exemplified in globally directed curricula such as those of the International Baccalaureate. However, research in this area has tended to focus on student outcomes of cultural education, even though globalisation and the nature of modern society has heightened the need for teachers who have the expertise to teach cultural education in ways that are more contemporarily relevant. Studies of teacher capacity to meet the specific demands of cultural learnings have been under-researched, tending to be situated within discourses that do not reflect the complex cultural reality of 21st century society. Using the context of a research study of Primary Years Programme teachers in International Baccalaureate schools, this paper argues that cultural education could be improved if teacher expertise is developed under the more inclusive paradigm of transculturalism.

scholarly journals IB DIPLOMA PROGRAMME CORE AS A SUPPLIER OF GLOBAL CITIZENSHIP EDUCATION

2020 ◽  
pp. 59-75
Author(s):  
Stephanie Lynn Edwards
Keyword(s):  
Sustainable Development ◽  
International Education ◽  
Citizenship Education ◽  
International Baccalaureate ◽  
Mission Statement ◽  
Global Citizenship ◽  
The Sustainable Development ◽  
Global Citizenship Education ◽  
Written Curriculum ◽  
Definition Of

Global citizenship education (GCED) is a growing field in international education. The Sustainable Development Goal (SDG) target 4.7 cited GCED as an official aim of the United Nations for 2030 in order to improve sustainable development, and this has created an increase in global research relating to the assessment of GCED within curriculums. The International Baccalaureate (IB), a private international organization known for its mission statement that promotes lifelong education for a peaceful world, prefers the term international mindedness. Consequently, the IB rarely addresses the concept of global citizenship directly in its Diploma Programme (DP). This paper studies the relationship between the existing DP curriculum and GCED through first providing a definition of GCED and its cognitive, socio-emotional, and behavioral conceptual domains according to UNESCO’s theoretical framework. The study suggests that the DP curriculum unequally addresses the GCED domains and lacks definitive learning objectives that are recommended by UNESCO. While the IB is known for its international education, the DP does address GCED elements that are crucial to active citizenship within the written curriculum, nor are the existing elements assessed at any point in the program.

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