The International Baccalaureate and a framework for class consciousness: the potential outcomes of a ‘class-for-itself’

The International Baccalaureate (IB) examination system in early 2010 was on offer in 2700 schools in 139 countries. Since 1999, the Geneva-registered IB has created a platform for image consolidation, product standardization, and technological linkage. Out of this has emerged a globally branded ‘IB World’, educating the ‘IB Learner’, using an outcomes-based ‘IB Learner Profile’, and ‘IB Community Themes’. It is soon to be aligned within an ‘IB Association’. This creates a potential framework for class consciousness. The ‘IB Learner’, forming a ‘class-in-itself’, might form a self-conscious social grouping, a ‘class-for-itself’. This paper explores possible outcomes, within the context of two ‘agendas’. The ‘agenda for global peace’ desires an irenic class, tolerant and culturally aware. Within the context of an ‘agenda for global business’ a more inner-directed class might appear, sympathetic to globalization and the needs of Capital. Alternatively, a ‘third way’ could appear; a class who is business-oriented but socially-responsible.     

The International Baccalaureate in the USA and the emerging ‘culture war’

The International Baccalaureate (IB) has undergone rapid growth and largely unhindered expansion over the past four decades. It has moved beyond its European nexus and the three IB programmes now have a relatively large presence in the USA, especially among public high schools. The IB gathered federal funding in 2003, and a concerted attack has subsequently emerged from a vast array of ultra-conservative agencies and commentators who denounce the curriculum as federal interference, and fundamentally ‘un-American’. This paper explores the complex nature of this ‘culture war’ and reveals the key issues and protagonists.     

The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice

The term ‘state of exception’ has been used by Italian political theorist Giorgio Agamben to explain the ways in which emergencies, crises and disasters are used by governments to suspend legal processes. In this paper, we innovatively apply Agamben's theory to the way in which countries prepare and educate the population for various types of emergencies. We focus on two main aspects of Agamben's work: first, the paradoxical nature of the state of exception, as both a transient and a permanent part of governance. Second, it is a ‘liminal’ concept expressing the limits of law and where ‘law’ meets ‘not-law’. We consider the relationship between laws related to disasters and emergencies, and case studies of the ways in which three countries (England, Germany and Japan) educate their populations for crisis and disaster. In England, we consider how emergency powers have been orientated around the protection of the Critical National Infrastructure and how this has produced localised ‘states of exception’ and, relatedly, pedagogical anomalies. In Germany, we consider the way in which laws related to disaster and civil protection, and the nature of volunteering for civil protection, produce exceptional spaces for non-German bodies. In Japan, we consider the debate around the absence of emergency powers and relate this to Japanese non-exceptional disaster education for natural disasters. Applying Agamben's work, we conclude by developing a new, multilevel empirical framework for analysing disaster education with implications for social justice.     

‘The conference was awesome’: social justice and a mathematics teacher conference

Professional development comes in many forms, some of which are deemed more useful than others. However, when groups of teachers are excluded, or exclude themselves, from professional development opportunities, then there is an issue of social justice. This article examines the experiences of a group of teachers from a Māori-medium school who attended a mathematics teacher conference. By analysing the teachers’ sense of belonging through their ideas about engagement, alignment and imagination, we are able to describe how different kinds of relationships influence the inclusion/exclusion process. This leads to a discussion about what can be done by the teachers as well as conference organisers to increase these teachers’ likelihood of attending further conferences in the future.     

International education and the ‘second phase’: a framework for conceptualizing its nature and for the future assessment of its effectiveness

International education involves a dichotomy of study between the largely theoretical discipline of comparative education, and the still relatively under‐researched body of international schools. The last 40 years has seen the rapid growth both in scale and diversity of this type of school, plus the emergence of a discrete industry. This dimension of international education now seems to be entering a ‘second phase’, characterized in the main by a desire to exert more influence. This seems to hinge on the bringing of order and greater structure to the growing industry, and the creating of a deeper and more meaningful educational experience. This paper offers an introductory framework for conceptualizing the complex nature and ambition of this ‘second phase’, and offers an introductory platform for the future assessing of its overall effectiveness.     

‘World-travelling’: a framework for re-thinking teaching and learning in internationalised higher education

In an era of unprecedented student mobility, increasingly diverse student populations in many national contexts, and globally interconnected environmental and social concerns, there is an urgent need to find new ways of thinking about teaching and learning. Static assumptions about so-called ‘Western’ versus ‘non-Western’ teaching and learning approaches or ‘local’ versus ‘international’ students are inadequate for responding to the complex histories, geographies and identities that meet and mingle in our higher education (HE) institutions. In this paper, I use María Lugones’ ‘world-travelling’ as a framework for discussing international and New Zealand women students’ reflections on teaching, learning and transition in New Zealand HE. I conclude with some suggestions as to what effective pedagogy might look like in internationalised HE if we think beyond culturalist them-and-us assumptions and recognise students’ complexity.     

‘The lady is not returning!’: educational precarity and a social haunting in the UK coalfields

Drawing on research in de-industrialised coal-mining communities in the north of England, this article focuses on how experiences of some young people might be approached through a notion of precarity linked to the idea of a ‘social haunting’ of the coalfields. Concentrating on data gathered in the period after the 2010 change of UK government, the article considers how localities suffering under the impact of ‘austerity’ measures have also witnessed moments of vivid, carnivalesque resurgence linked to celebrations of the death of former British Prime Minister Margaret Thatcher in April 2013 and of the thirtieth anniversary of the 1984–1985 UK miners’ strike during 2014–2015. These celebrations mark a watershed in the cultural and affective life of the communities, one aspect of which relates to how young people with very different educational trajectories have become involved alongside each other in those events as a result of their different experiences of precarity.     

The ‘outdoor industry’ as social and educational phenomena: Gender and outdoor adventure/education

Abstract

This paper discusses social and cultural theory and tracts the ways in which gender has been conceptualised. It argues that the ‘outdoor industry’ in its various manifestations constitutes an aspect of society that can not be ignored. It suggests that outdoor adventure/education, like other dimensions of society, can usefully be subjected to critical examination. Having discussed perspectives surrounding the social construction of gender, the paper draws attention to classic work that has explored ideologies of femininity and the implication for women and men. The paper then goes on to argue that the more recent interactionist theories and cultural studies offer less deterministic and more insightful approaches to exploring people's experiences of outdoor adventure/education. The concept of hegemonic masculinity is drawn upon to examine ‘the outdoor industry’ in light of the current ‘crisis of masculinity’. Finally, the paper raises further questions regarding outdoor adventure/education as a site of alternative femininities and masculinities and as counter-culture.     

‘Responsibility in mobility’: international students and social responsibility

Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of cross-border mobility has shaped and re-shaped international students’ responsibility towards the home and host country and other social relationships that have been formed via their mobility experiences is often neglected. This paper examines the social nature of international students’ responsibility. It is derived from a research project funded by the Australian Research Council that includes fieldwork and semi-structured interviews with 155 staff and international students from 25 institutions in Australia over 4 years. Using positioning theory as a conceptual framework, the study shows that it is important to take into account the tangible aspects of transnational mobility in understanding international student responsibility rather than merely locating their responsibility in simple cultural, personal or institutional parameters. The study suggests the important roles of host institutions and community in creating conducive conditions and opportunities for international students to exercise responsibility as social members and intercultural learners. Enhancing student social responsibility and capacity for enacting responsibility is essential for nurturing meaningful transnational citizenship.     

International ‘benchmarking’ studies and the identification of ‘education best practice’: a focus on classroom teachers and their practices

The disproportionate focus on classroom teachers and their instruction—teacher effectiveness—in order to confront and address under-achievement and disadvantage appears as a contemporary education policy theme in Australia. Phrases such as ‘high performing schooling systems’, ‘the best teachers’, ‘high performing countries’, ‘quality teaching’, ‘under-performing schools’, ‘the right change’, ‘operationally feasible’, ‘targeting of reforms’, ‘degrees of under-performance’, ‘educational drivers’, ‘teacher quality and improved teaching’ and ‘external standards and governance’ are constantly mentioned and given continual attention and prominence by policy-makers. The paper questions and critiques a policy-making direction that uses teacher effectiveness research to force and steer reform in education. The distinctive and narrow concern with teacher effectiveness works to the specific exclusion of breadth and scope concerning debate about broader education related issues and questions, for example, matters of student achievement, exclusion and disadvantage. This article uses a qualitative research approach informed by critical theory to examine three influential private sector reports on education and schooling: The McKinsey Report ( 2007 )—How the world’s best-performing school systems come out on top, The Nous Group ( 2011 )—Schooling Challenges and Opportunities and The Grattan Institute ( 2012 )—Catching up: Learning from the best school systems in East Asia. The article subjects the reports to close critical scrutiny and examination and finds that classroom teachers are positioned so that their specific and explicit instruction becomes the differentiating ‘variable’ in matters of student achievement and success.     

‘Knowledge’, curriculum and social justice

This article considers the place of knowledge in developing a socially just curriculum. It pursues the unusual route of a critique of Social Realism, a small but influential tendency in curriculum studies which claims that knowledge has been squeezed out by recent curriculum reforms and that there has been a descent into relativism. This paper shares the Social Realist view that ‘powerful knowledge’ is needed, and particularly by disadvantaged or marginalised young people. However, it critiques Social Realism's limited definition of ‘powerful knowledge’, arguing that for knowledge to be truly powerful, it must open up issues of power and inequality. It contests the Social Realist argument that critical pedagogy which begins from a subaltern stance is intrinsically relativist, arguing instead that alternative perspectives can help uncover concealed truths and break through hegemonic paradigms and ideologies. It argues that this is entirely compatible with a Critical Realist epistemology. Furthermore, the paper presents reasons why a socially just curriculum needs to draw upon the vernacular knowledge of marginalised groups as well as the canonical knowledge of academic disciplines to produce truly powerful knowledge and a social justice curriculum.     

Re/producing the global middle class: International Baccalaureate alumni at ‘world-class’ universities in Hong Kong

ABSTRACT

This research investigated educational pathways into a Global Middle Class characterised by professional or managerial careers and cosmopolitan sensibilities. The focus was International Baccalaureate Diploma Programme (IBDP) alumni with upper-middle-class backgrounds at ‘world-class’ universities in Hong Kong. The first objective was to investigate if and how the education of IBDP alumni at Hong Kong universities shapes self-perceptions of cosmopolitan sensibilities, university experiences, and economic futures. The second objective was to investigate how the IBDP and Hong Kong universities offer an educational pathway for the existing Global Middle Class to reproduce their social position and for local families to enter the Global Middle Class. Interview findings illuminated how cosmopolitan sensibilities meant that the students may be well-positioned for careers and lifestyles of the Global Middle Class. Nevertheless, there were paradoxes of cosmopolitan sensibilities as the students perceived a lack of belonging to their universities and a disconnection with the local society.     

‘The Treasure Within’ and ‘Learning Through Life’: A Review and Prospectus

In this article, Tom Schuller and David Watson, who were responsible for a major review of lifelong learning in the UK published in 2009, describe the main proposals from that review and compare them with the 1996 UNESCO report, The Treasure Within. They find many points of similarity, as well as clear differences. Apart from specific differences of analysis or emphasis, their 2009 ‘Learning Through Life’ (LTL) report focused particularly on adults and dealt prominently with workplace and community-based opportunities compared with the full life-cycle but largely formal education focus of the Delors report. They discuss the LTL 4-lifestage model, the lifecycle distribution of resources, and entitlements to learning. They draw out key issues related to ‘learning to be’. They provide a stocktake of the progress that has been made in the UK since the publication of their report in 2009 and find little grounds for encouragement that their suggested directions for change have been put into practice. They reflect on rationales and developments to offer a prospectus for lifelong learning that has general application, not only in the UK.     

Place-based education for environmental behavior: a ‘funds of knowledge’ and social capital approach

In this paper we suggest that a new theoretical framework is needed within environmental education in the discussion of rural, underserved communities in Latin America. We argue that a community-resources approach, comprised of funds of knowledge and social capital, should be incorporated into contemporary research on place- and community-based education and environmental behavior. The model we present builds upon previous research in the areas of education, anthropology, social capital, and environmental education. These perspectives are discussed in accordance with their relevance to high school students in one of the most bio-diverse regions of Central America: the Osa Peninsula of Costa Rica. In this context, we suggest that promoting environmental behavior is both contextualized by and dependent upon social and community interactions, or ‘mediations,’ after Lev S. Vygotsky. We believe that the framework presented here may contribute to increased socio-economic, academic, and environmental benefits for underserved, Latin American communities.     

Ethnography of a sustainable agriculture program: a case study of a social movement’s inception and growth on a university campus

This ethnography documents how the message of sustainability was interpreted and communicated through a sustainable agricultural (SAG) program at an American higher education institution. The ethnography documents the evolution of the program as the program tackled obstacles and accomplished its goals during the initial phases of the program’s development. A cultural communication framework is established in order to analyze the agitative, oppositional, intracommunal, and ritual communication utilized by the program’s members. The ethnography argues that the strategies and tactics employed by the SAG program alongside its curriculum and instruction are similar to the choices made by oppositional social movements. Findings reveal that when chosen and implemented intelligently, these strategies are as useful for a social movement within established academic institutions as they are for groups outside of them. The ethnography also highlights the importance of ritual communication as part of both education and social movement interactions.