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The International Baccalaureate in Remote Indonesian Contexts: a Global to Local Curriculum Policy Trajectory

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The International Baccalaureate in Remote Indonesian Contexts: a Global to Local Curriculum Policy Trajectory The International Baccalaureate in remote Indonesian contexts: A global to local curriculum policy trajectory Susan Fay Ledger This thesis is presented for the degree of Doctor of Philosophy The University of Western Australia Graduate School of Education January 2013 i 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. The findings are initially reported for each case study separately prior to a cross case analysis at the micro level of the policy trajectory. Findings are discussed in relation to the literature and framed by the four research questions which correspond ii to the four contexts of the policy trajectory. The ‘context of influence’ revealed that the pressure of globalization, including a global trend towards internationalizing school curriculum and the marketization of international education, is transforming twenty first century education policy agendas and contributing to the changing face of international schools, teachers and students. It also highlights global branding and global currency as playing a significant role in the adoption of the IBPYP by case study schools. The ‘context of policy text production’ revealed key policy texts and processes as tools that transmit the ideological underpinnings of the IBPYP. The ‘context of practice’ revealed the centrality of teachers and leadership team including the IBPYP coordinator in the IBPYP policy process. Issues such as personality, pedagogical alignment and background experiences provided barriers and filters in the translation of IBPYP policy into practice. The ‘context of outcomes’ highlighted power relationships and social inequities along the policy trajectory. The micro-political world that manifested in each remote international school exposed ongoing power inequities related to negotiations, tensions and compromises between individuals and groups. The gap between policy and practice and the interconnectivity of curriculum policy, internationalization and rural and remote contexts lay at the heart of the findings of this study. A set of propositions specific to each of the research questions was generated from the findings to provide ‘food for thought’ for future research. The findings revealed meta-themes related to people, place, philosophy, processes and power (‘5Ps’) intertwined through each context and level of the policy trajectory and embedded in the IBPYP curriculum policy process and related literature. The study fills a void in literature by focusing on curriculum policy processes in schools that are both remote and international in orientation. It contributes to understanding the complexity of the lived experiences of those who work in these contexts. The findings will add to the emerging research on international schools and more specifically the IBPYP, as well as contributing an international trajectory to the field of educational research in remote areas. The theoretical findings generated provide avenues for further research into these fields and have implications for policy and practice. iii Declaration I certify that this thesis does not, to the best of my knowledge and belief: a. incorporate without acknowledgement any material previously submitted for a degree or diploma in any university or institution of higher education. b. contain any material previously published or written by another person except where due reference is made in the text; or c. contain any defamatory material. Susan Fay Ledger Signature: _________________ Date: January 2013 iv Acknowledgements Life is unpredictable and complex; it is full of collaboration, challenges and celebrations. The challenges that I faced throughout the life of this thesis could not have been overcome without the unwavering support from my collaborative partners. It is with them that I intend to celebrate! First, my family, my wonderful husband Richard, who has helped make my dream become a reality and who has kept the household functioning during the challenge of completing. He has been my rock. To my children Evan and Ingrid, who endured the daily demands of living with a working mum completing a PhD, thankyou for your patience and understanding. I cherished your ‘special visits’ into the study. To my father-in-law Ken, the perfect gentleman who kept our lives in perspective, we all treasure our Wednesday family roasts together. Finally, to my parents Faye and Brian, who, through many trials of their own, have supported my every endeavour and taught me to be determined, grateful, open-minded and grounded. Next, to my supervisors, Winthrop Professors Lesley Vidovich and Tom O’Donoghue, it has been an honour working with two remarkable scholars and mentors. I was blessed that they were so generous with their time, wisdom and rigour. Their support for beginning researchers like myself is humbling. In particular, I would like to personally thank Lesley for her friendship, honesty and faith in my endeavours during such challenging personal times of her own. She has ‘opened my research eyes’ and given me ‘an academic voice’. I am forever grateful and indebted. There is a wonderful world that lies beyond my study walls. I am looking forward to planning and exploring my next research journey with far greater confidence and skill. v Table of Contents Abstract i Declaration iv Acknowledgement v Table of Contents vi List of Figures/Diagrams xi List of Acronyms xi CHAPTER ONE: INTRODUCTION TO THE STUDY INTRODUCTION 1 RESEARCH DESIGN: Questions, Theory and Methods 3 Research Questions 4 Dual Theoretical Paradigms 5 Interpretivism 5 Critical Theory 6 Methods: Data Collection and Analysis 7 KEY CONCEPTS 8 SIGNIFICANCE AND CONTRIBUTION OF THE RESEARCH 10 OUTLINE OF CHAPTERS 13 CHAPTER TWO: CONTEXTUAL BACKGROUND INTRODUCTION 16 LOCATING THE RESEARCHER 16 THE INTERNATIONAL BACCALAUREATE CONTEXT 19 The History and Philosophy of IB 21 The IB Organizational Structures and Processes 23 The IB Primary Years Program (IBPYP) 28 EDUCATION IN AN INDONESIAN CONTEXT 31 History of Education in Indonesia 32 The Structure of the School System in Indonesia 34 Government Policy Concerning Education in Indonesia 35 International Schools in Indonesia including those offering IBPYP 36 RURAL AND REMOTE EDUCATION CONTEXT 38 Overview 39 Life and Work in Remote school Communities 41 Life and Work in Remote International School Communities 43 CONCLUSION 47 CHAPTER THREE: LITERATURE REVIEW INTRODUCTION 49 GLOBALIZATION 50 Globalization, Internationalization and Education 53 vi Interconnections between Globalization and Internationalization 60 CONCEPTUALIZATION OF POLICY 62 Curriculum and Curriculum Policy 68 An Overview of Perspectives on Curriculum and Curriculum 69 Policy Globalization and Curriculum Policy 71 Marketization of Curriculum Policy 75 INTERNATIONAL EDUCATION 77 International Education as a Field of Study 77 Changing Face of International Schools 81 International School types 82 International Teachers 85 International School Settings 87 CONCLUSION 89 CHAPTER FOUR: THEORETICAL FRAMINGS AND METHODOLOGY INTRODUCTION 91 RESEARCH AIM AND RESEARCH QUESTIONS 92 THEORETICAL FRAMING 93 Interpretivist Theory 94 Critical Theory 97 Employing Interpretivist and Critical Theory to Span the policy 100 Trajectory A POLICY TRAJECTORY FRAMEWORK 102 METHODS 104 Qualitative Research 105 Case Studies 107 Data Collection 110 Documents 112 Interviews 114 Data Analysis 119 Extracting themes 120 Crystallization of concepts 122 Meta-Analysis - Analysis along the trajectory 122 TRUSTWORTHINESS 124 ETHICAL CONSIDERATIONS 125 CONCLUSION 127 CHAPTER FIVE: CASE STUDY ONE - ISS INTRODUCTION 130 SCHOOL PROFILE 131 FINDINGS 133 CONTEXTS OF INFLUENCE 134 Influence
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