TY - BOOK
T1 - The international Baccalaureate in remote Indonesian contexts: a global to local curriculum policy trajectory
AU - Ledger, Susan Fay
PY - 2013
Y1 - 2013
N2 - [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.
AB - [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.
KW - International Baccalaureate schools
KW - Rural and remote education
KW - Indonesia
KW - Policy Trajectory
M3 - Doctoral Thesis
ER -