Table Of ContentPolicy Implications of Research in Education 4
Susan Ledger
Lesley Vidovich
Tom O'Donoghue
Global to Local
Curriculum
Policy Processes
The Enactment of the International
Baccalaureate in Remote International
Schools
Policy Implications of Research in Education
Volume 4
SeriesEditors
ProfessorStephenL.Jacobson,UniversityatBuffalo–StateUniversity
ofNewYork,USA
Dr.GuriSkedsmo,UniversityofOslo,Norway
EditorialBoard
Prof.HelenGunter,UniversityofManchester,England
Prof.StephanHuber,UniversityofTeacherEducationCentralSwitzerland
Prof.JonathanJansen,UniversityoftheFreeState,SouthAfrica
Prof.KarenSeashoreLouis,UniversityofMinnesota,USA
Prof.AllanWalker,HongKongInstituteofEducation
Policy Implications of Research in Education
ScopeoftheSeries
In education, as in other fields, there are often significant gaps between research
knowledgeand currentpolicy and practice. While there are many reasonsfor this
gap, one that stands out is that policy-makers and practitioners may simply not
knowaboutimportantresearchfindingsbecausethesefindingsarenotpublishedin
forumsaimedatthem.
PolicyImplicationsofResearchinEducationaimstoclearlyandcomprehensively
present the implications for education policy and practice drawn from important
lines of current education research in a manner that is accessible and useful for
policy-makers,educationalauthoritiesandpractitioners.
Moreinformationaboutthisseriesathttp://www.springer.com/series/11212
Susan Ledger • Lesley Vidovich • Tom O’Donoghue
Global to Local Curriculum
Policy Processes
The Enactment of the International
Baccalaureate in Remote International
Schools
123
SusanLedger LesleyVidovich
SchoolofEducation TomO’Donoghue
MurdochUniversity GraduateSchoolofEducation
Perth,Australia TheUniversityofWesternAustralia
Crawley,Australia
ISBN978-3-319-08761-0 ISBN978-3-319-08762-7(eBook)
DOI10.1007/978-3-319-08762-7
SpringerChamHeidelbergNewYorkDordrechtLondon
LibraryofCongressControlNumber:2014947101
©SpringerInternationalPublishingSwitzerland2014
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Contents
1 Introduction .................................................................. 1
1.1 TheIssue ................................................................ 1
1.2 PolicyandPolicyAnalysis ............................................. 2
1.2.1 MethodsUsedtoAnalyzePolicy .............................. 3
1.2.2 PolicyTrajectoryStudies....................................... 4
1.3 CurriculumandCurriculumPolicy .................................... 6
1.3.1 PerspectivesonCurriculumandCurriculumPolicy .......... 6
1.3.2 GlobalizationandCurriculumPolicy.......................... 7
1.3.3 MarketizationofCurriculumPolicy........................... 9
1.4 TheResearchApproach ................................................ 9
1.5 OutlineoftheChapters................................................. 11
References..................................................................... 12
2 TheContext................................................................... 17
2.1 Introduction ............................................................. 17
2.2 TheInternationalBaccalaureate........................................ 17
2.2.1 HistoryandPhilosophyoftheInternationalBaccalaureate... 19
2.2.2 TheIBO’sOrganizationalStructuresandProcesses.......... 20
2.2.3 TheAuthorizationProcess ..................................... 22
2.2.4 InternationalBaccalaureate Primary Years
Programme(IBPYP)............................................ 23
2.3 EducationinIndonesia.................................................. 25
2.3.1 HistoryofEducationinIndonesia ............................. 25
2.3.2 TheStructureoftheSchoolSysteminIndonesia............. 26
2.3.3 GovernmentEducationPolicyinIndonesia................... 27
2.3.4 InternationalSchoolsinIndonesia,Including
ThoseOfferingtheIBPYP ..................................... 27
2.4 RuralandRemoteEducation........................................... 29
2.4.1 OverviewofRuralandRemoteSchooling.................... 29
2.4.2 LifeandWorkinRemoteSchoolCommunities............... 30
v
vi Contents
2.4.3 LifeandWorkinRemoteInternationalSchool
Communities.................................................... 31
2.5 Conclusion .............................................................. 33
References..................................................................... 34
3 LiteratureReview............................................................ 37
3.1 Introduction ............................................................. 37
3.2 Globalization............................................................ 37
3.2.1 Globalization,InternationalizationandEducation............ 39
3.3 InternationalEducation................................................. 44
3.3.1 InternationalEducationasaFieldofStudy ................... 45
3.3.2 TheChangingFaceofInternationalSchoolsandTeachers... 47
3.3.3 InternationalSchoolSettings................................... 51
3.4 Conclusion .............................................................. 52
References..................................................................... 52
4 TheResearchApproach..................................................... 57
4.1 Introduction ............................................................. 57
4.2 TheResearchAimandResearchQuestions........................... 58
4.3 TheoreticalFramings ................................................... 59
4.3.1 InterpretivistTheory............................................ 59
4.3.2 CriticalTheory.................................................. 61
4.4 APolicyTrajectoryFramework........................................ 63
4.5 DataCollectionandAnalysis........................................... 64
4.5.1 QualitativeResearch............................................ 64
4.5.2 CaseStudies..................................................... 66
4.5.3 Case-StudySampling,Selection,andDataCollection........ 67
4.5.4 DocumentStudy................................................ 68
4.5.5 Interviews....................................................... 70
4.5.6 DataAnalysis................................................... 74
4.6 Trustworthiness ......................................................... 77
4.7 EthicalConsiderations.................................................. 77
4.8 Conclusion .............................................................. 79
References..................................................................... 80
5 CaseStudyOne:SatuInternationalSchool(SIS)........................ 85
5.1 Introduction ............................................................. 85
5.2 SISInternationalSchoolProfile........................................ 85
5.3 Findings ................................................................. 86
5.3.1 ContextofInfluence............................................ 86
5.3.2 ContextofPolicyTextProduction............................. 93
5.3.3 ContextofPractices ............................................ 99
5.3.4 ContextofOutcomes........................................... 103
5.4 Conclusion .............................................................. 106
References..................................................................... 107
Contents vii
6 DuaInternationalSchool(DIS) ............................................ 109
6.1 Introduction ............................................................. 109
6.2 DISInternationalSchoolProfile ....................................... 109
6.3 Findings ................................................................. 110
6.3.1 ContextofInfluence............................................ 111
6.3.2 ContextofPolicyTextProduction............................. 117
6.3.3 ContextofPractices ............................................ 122
6.3.4 ContextofOutcomes........................................... 127
6.4 Conclusion .............................................................. 132
References..................................................................... 133
7 CaseStudyThree:TigaInternationalSchool(TIS) ..................... 135
7.1 Introduction ............................................................. 135
7.2 TISInternationalSchoolProfile........................................ 135
7.3 Findings ................................................................. 136
7.3.1 TheContextofInfluence....................................... 136
7.3.2 ContextofPolicyTextProduction............................. 141
7.3.3 ContextofPractices ............................................ 145
7.3.4 ContextofOutcomes........................................... 148
7.4 Conclusion .............................................................. 150
References..................................................................... 151
8 Discussion..................................................................... 153
8.1 Introduction ............................................................. 153
8.2 ContextofInfluences ................................................... 154
8.2.1 Globalization.................................................... 154
8.2.2 GlobalBranding ................................................ 157
8.2.3 TheIBPYPasaUnifyingPackage ............................ 158
8.2.4 LocalPoliticsandPractices.................................... 159
8.2.5 Teachers’BackgroundsandCharacteristics................... 161
8.3 ContextofPolicyTextProduction ..................................... 163
8.3.1 Collaboration.................................................... 164
8.3.2 CommunityEngagement....................................... 166
8.3.3 Interpretation.................................................... 167
8.4 ContextofPractices..................................................... 170
8.4.1 ChangesinPolicyDocumentation............................. 170
8.4.2 ChangesinSchoolPractice .................................... 172
8.4.3 ChangesinTeacherPractice ................................... 174
8.4.4 ChangesinInteractionwiththeLocalSetting................. 175
8.5 ContextofOutcomes ................................................... 176
8.5.1 ThePersistenceofPowerInequalities......................... 176
8.5.2 ConceptualisingInternationalEducation...................... 178
8.5.3 AdaptingtoRemoteness........................................ 179
8.5.4 ChangesFollowingtheAdoptionoftheIBPYP .............. 180
8.6 Conclusion .............................................................. 181
References..................................................................... 182
viii Contents
9 Conclusion.................................................................... 187
9.1 Introduction ............................................................. 187
9.2 Overview ................................................................ 188
9.2.1 ContextofInfluences........................................... 189
9.2.2 ContextofPolicyTextProduction............................. 189
9.2.3 ContextofPractices ............................................ 190
9.2.4 ContextofOutcomes........................................... 191
9.3 PolicyThreads .......................................................... 192
9.3.1 People ........................................................... 192
9.3.2 Place............................................................. 193
9.3.3 Philosophy ...................................................... 194
9.3.4 Processes........................................................ 194
9.3.5 Power............................................................ 195
9.4 ImplicationsforPolicyandPractice ................................... 196
9.4.1 ImplicationsfortheIBYPattheGlobalLevel................ 196
9.4.2 ImplicationsfortheIBYPattheRegionalLevel.............. 197
9.4.3 ImplicationsfortheIBPYPattheLocalLevel................ 198
9.4.4 ImplicationsforFutureResearch .............................. 198
References..................................................................... 201
Index............................................................................... 205
Chapter 1
Introduction
1.1 TheIssue
Giventhe exponentialgrowthofinternationalschoolscausedbyan everchanging
globalizedworldandamobileworkforce,internationalcurriculumpolicyisbecom-
ingmorecomplex.Arealisationofthissituationleadsontorecognisingtheneedfor
arangeofpolicyanalysisstudiesinthefield.Thestudyreportedinthisbookwas
conceptualizedinthelightofsuchrecognition.Itwasconcernedwithexploringthe
dynamicsofcurriculumpolicyprocessesinvolvedintheadoption,productionand
enactmentofoneoftheprogrammesaccreditedbytheInternationalBaccalaureate
Organization(IBO).TheprogrammeinquestionistheInternationalBaccalaureate
PrimaryYearsProgramme(IBPYP),oneofthefourprogrammesthatgotomakeup
theincreasinglypopularsuiteofprogrammesofferedbytheIBO.
Itwasrecognizedfromtheoutsetthatthestudycouldhavebeenconductedacross
awidevarietyofsettings.Itwasdecided,however,thatoneofthemostproductive
waystoexploresucharelativelyunexploredfieldwouldbebyfocusingononeof
themost‘unusual’settingsinwhichthesituationismanifested.Accordingly,when
the opportunity presented itself to study the adoption, production and enactment
of the IBPYO at three remote international schools in Indonesia, it was readily
embraced.
The study was also inspired by our curiosity about how the phenomena of
‘international schools’ and ‘remote schools’ complement, or compete with, each
other.Inparticular,weweremotivatedtoundertakeitasaresultofourexperiences
inteachinganddeliveringprofessionaldevelopmentinawiderangeofinternational
settings, coupled with the role of the first-named author as an IBPYP coordinator
inaninternationalschool.Insummary,wewantedtogainabetterunderstandingof
theeducationalpoliciesinformingcurriculumpolicyinboth‘internationalschools’
and‘remoteschools’,andtheinterconnectivitythatmightexistbetweenthem.
©SpringerInternationalPublishingSwitzerland2014 1
S.Ledgeretal.,GlobaltoLocalCurriculumPolicyProcesses,
PolicyImplicationsofResearchinEducation4,DOI10.1007/978-3-319-08762-7__1
