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What is the 'international' of the International Baccalaureate? Towards a periodization of IB in the world.

机译：什么是国际学士学位的“国际”？走向世界范围内的IB分期。

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摘要

The International Baccalaureate Organization (IBO) has accomplished a significant orientation toward international education, pulling together curricula and assessment through both a highly-regarded K-12 continuum of International Baccalaureate (IB) programs for schools and professional consultative mechanisms across national educational jurisdictions. This study examines the shifting dynamics of IBO's institutional ideals and programmatic mandate for international education over the past forty years as IBO has responded to global transformations. IBO's institutional ideals are signified by the term "international understanding," as the originary "dream" of providing a forward-looking, liberal-humanist "education of the whole person." In tension with the dream is the mandate to ensure IB's internationally recognized standards of quality. IBO has defended its organizational sovereignty and educational policy autonomy; nevertheless dynamic processes of world wide change have exerted substantial pressures on the sense of the lead term, "International," in the International Baccalaureate. I define four historical periods through which to consider a broad and complex set of modifications in IBO's discursive commitments to "international," and its role as a conduit for international education. Heuristically, I have termed these four periods: embedded liberalism (1962-1974), a transitional period (1975-1989), ascendancy of neoliberal globalization (1990-2001), and the contemporary moment (2002-2007).;The progressive values and common educational framework contributing to an expanding global IB (learning) community offer significant opportunities toward realizing the enduring dream of IB. However, these opportunities remain complicated by global inequalities and a reductive neoliberal imaginary that have become more pronounced in the 21st century. IBO policy makers and international education researchers need to creatively consider comprehensive approaches to understanding the role of education in an interdependent and asymmetric world. The prospects for realizing the dream of IB depend upon how well IB actors can learn to critically intervene in the instrumentalizing of the progressive aims of international education under its expanding incorporation as an expedient in an Anglo-neoliberal-referenced world.;IBO's historical relationship to international education is a timely concern for contemporary debates on international educational policy and practice. In some ways, three basic tensions that have structured the "international" of IB---citizenship, curricular aims, and functional operation---are also tensions that beset the broader field of international education. The contentious "citizenship" tension largely dissolves for IBO as many governments themselves aim to internationalize their educational programs; although the desired attributes for the student-subject in the 21st century gain heightened attention. The "curricular" tension is slightly relieved with the instituting of the younger-aged IB programs in relation to the original content-heavy and centrally-examined IB Diploma. Additionally, the curricular tension is altered as the idealist "international understanding," ostensibly directed toward encouraging progressive learner dispositions, is seen to converge with the needs of a global "knowledge economy." The "operational" tension endures with the desire to broaden access to IB beyond, on the one hand, a socio-economically advantaged private school clientele in "developing" economies and, on the other hand, the appropriation of IB and "international" nomenclature in market-driven "choice" paradigms operating within state systems of schooling in the Anglo-West.
机译：国际文凭组织（IBO）已完成了国际教育的重要方向，通过备受推崇的国际文凭组织（KIB）课程的K-12连续课程和国家教育辖区的专业咨询机制，将课程和评估汇集在一起​​。这项研究研究了过去40年中，随着IBO对全球转型的回应，IBO的机构理念和国际教育计划授权的变化动态。 IBO的制度理想由“国际理解”一词表示，是提供前瞻性，自由人文主义的“对整个人的教育”的原始“梦想”。与梦想保持一致是确保IB国际认可的质量标准的任务。 IBO捍卫了其组织主权和教育政策自主权；然而，世界变化的动态过程对国际文凭中的主要术语“国际”施加了巨大压力。我定义了四个历史时期，在这些历史时期中，要考虑IBO对“国际”的话语承诺的广泛而复杂的修改，以及其作为国际教育渠道的作用。试探性地，我将这四个时期称为：嵌入式自由主义（1962-1974），过渡时期（1975-1989），新自由主义全球化的兴起（1990-2001）和当代（2002-2007）。有助于扩大全球IB（学习）社区的通用教育框架为实现IB的持久梦想提供了重大机遇。然而，由于全球不平等现象和新自由主义的简化想象在21世纪变得更加明显，因此这些机会仍然十分复杂。 IBO政策制定者和国际教育研究人员需要创造性地考虑综合方法，以理解教育在相互依存和不对称的世界中的作用。实现IB梦想的前景取决于IB参与者在学会作为英美法人参考的世界中的权宜者不断扩大纳入的情况下，能够学会批判性地干预国际教育的进步目标的工具化程度。国际教育是当代有关国际教育政策和实践的辩论的及时关注。从某种意义上说，构成国际文凭组织“国际”的三个基本紧张局势-公民身份，课程目标和职能运作-也困扰着更广阔的国际教育领域。有争议的“公民身份”紧张在很大程度上消除了IBO的局面，因为许多政府自己都在致力于使其教育计划国际化。尽管21世纪学生科目的理想属性得到了越来越多的关注。相对于内容丰富且集中检查的IB文凭，年轻的IB课程的建立减轻了“课程”的紧张感。此外，随着理想主义的“国际理解”（表面上旨在鼓励渐进式学习者的性格）与全球“知识经济”的需求融合，课程的张力也发生了变化。这种“业务上的”紧张关系一直伴随着这样的愿望，即一方面扩大“发展中”经济体中具有社会经济优势的私立学校客户群体的使用范围，另一方面又利用国际文凭组织和“国际”名称在以市场为导向的“选择”范式中，该范式在盎格鲁-西方国家教育系统中运作。

著录项

  • 作者

    Tarc, Paul.;

  • 作者单位

    York University (Canada).;

  • 授予单位 York University (Canada).;
  • 学科 Education Bilingual and Multicultural.;Education History of.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 258 p.
  • 总页数 258
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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