Global to Local Curriculum Policy Processes

1. Front Matter

   Pages i-viii

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2. Introduction

   • Susan Ledger, Lesley Vidovich, Tom O’Donoghue

   Pages 1-15

3. The Context

   • Susan Ledger, Lesley Vidovich, Tom O’Donoghue

   Pages 17-36

4. Literature Review

   • Susan Ledger, Lesley Vidovich, Tom O’Donoghue

   Pages 37-56

5. The Research Approach

   • Susan Ledger, Lesley Vidovich, Tom O’Donoghue

   Pages 57-83

6. Case Study One: Satu International School (SIS)

   • Susan Ledger, Lesley Vidovich, Tom O’Donoghue

   Pages 85-107

7. Dua International School (DIS)

   • Susan Ledger, Lesley Vidovich, Tom O’Donoghue

   Pages 109-133

8. Case Study Three: Tiga International School (TIS)

   • Susan Ledger, Lesley Vidovich, Tom O’Donoghue

   Pages 135-151

9. Discussion

   • Susan Ledger, Lesley Vidovich, Tom O’Donoghue

   Pages 153-186

10. Conclusion

    • Susan Ledger, Lesley Vidovich, Tom O’Donoghue

    Pages 187-203

11. Back Matter

    Pages 205-217

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This book explores the dynamics of curriculum policy processes involved in the adoption, production and enactment of the International Baccalaureate Primary Years Programme (IBPYP), accredited by the International Baccalaureate Organization (IBO). It addresses deficits in current literature and provides insight into and the complexities involved within a framework that takes cognisance of the relationships between global, regional, national and local levels of education policy processes. In doing so, it contributes to the current body of research on international education, remote education and policy processes. The IBPYP is one of the three programmes that go to make up the increasingly popular suite of programmes offered by the IBO. Given the exponential growth of international schools caused by an ever changing globalized world and a mobile workforce, international curriculum policy is becoming more complex. This has lead to a recognition of the need for a range of policy analysis studies in the field. The study presented in this book was conceptualised in the light of such recognition. This relatively uncharted field has been explored by focusing on one of the most ‘unusual’ settings. Accordingly, the adoption, production and enactment of the IBPYO at three remote international schools has been examined. The study also addresses how the phenomena of ‘international schools’ and ‘remote schools’ complement or compete with, each other. This results in a better understanding of the educational policies informing both ‘international schools’ and ‘remote schools’ and the interconnectivity that might exist between them.

• Curriculum policy processes
• IBO
• IBPYP
• International Baccalaureate Organization
• International Baccalaureate Primary Years Programme
• International curriculum policy

• School of Education, Murdoch University, Perth, Australia

  Susan Ledger

• The University of Western Australia Graduate School of Education, Crawley, Australia

  Lesley Vidovich

• Graduate School of Education, University of Western Australia, Nedlands, Australia

  Tom O'Donoghue

Policies and ethics