Towards internationalizing the curriculum in a context of globalization: comparing policy processes in two settings

Abstract

The primary focus of this paper is two case study schools, one in Singapore and one in Australia, which have both been actively pursuing an agenda to build a unique internationally‐oriented curriculum, in a context of globalization, but also within the constraints set by national/State curriculum frameworks, examinations and league tables. Interviews were used to collect data in each school, and then cross‐case analysis was conducted to reveal both similarities and differences in the way the two schools are moving towards internationalizing their curriculum. Emergent meta‐level conceptual themes around policy for ‘internationalization’ of the curriculum are discussed: enablers and constraints; the issue of whether such internationalization fosters a market ideology; changing power relationships; and the relevance of distinctions between internationalization and globalization. The paper concludes by pointing to the contribution of the ‘sociology of knowledge’ and ‘critical policy analysis’ in disrupting the potentially hegemonic economic discourses associated with internationalizing the curriculum.

Keywords:

• Internationalisation
• Globalisation
• Curriculum
• Policy
• Non‐government schools
• Market ideology

Notes

Faculty of Education, The University of Western Australia, 35 Stirling Highway Crawley 6009, Australia. Email: [email protected]

The IB is administered by the International Baccalaureate Organization—a non‐profit educational foundation which was formed in 1968 on a vision that critical thinking and exposure to a variety of viewpoints would facilitate intercultural understanding (http://www.ibo.org). It emphasizes a transdisciplinary approach to knowledge and offers the 1341 IB schools in 112 countries curriculum and assessment development (based on criterion referencing), teacher training and information seminars, electronic networking and other services. It is funded largely through fees from IB world schools, and its executive office is based in Geneva (Switzerland), its research activities in Bath (England) and its operations in Cardiff (Wales). It offers a Primary Years Programme (PYP) for students aged 3 to 12; a Middle Years Programme (MYP) for students aged 11 to 16; and a Diploma Programme for the final two years of school before university.