Logic Hybridity within the International Baccalaureate: The Case of a State School in Poland

Autor/in	Parish, Karen
Titel	Logic Hybridity within the International Baccalaureate: The Case of a State School in Poland
Quelle	In: Journal of Research in International Education, 17 (2018) 1, S.49-66 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240918768986
Schlagwörter	International Education; Advanced Placement Programs; Case Studies; Comparative Analysis; Foreign Countries; Civil Rights; Scores; Semi Structured Interviews; Student Attitudes; Administrator Attitudes; Logical Thinking; Academic Aspiration; International Schools; Institutional Characteristics; Extracurricular Activities; Teacher Influence; Cultural Pluralism; Surveys; Outcomes of Education; Secondary School Students; Poland + Suchen Sie Ihr Suchwort? Internationale Erziehung; Case study; Fallstudie; Case Study; Ausland; Bürgerrechte; Grundrechte; Zivilrecht; Schülerverhalten; International school; Internationale Schule; Außerunterrichtliche Aktivität; Kulturpluralismus; Survey; Umfrage; Befragung; Lernleistung; Schulerfolg; Sekundarschüler; Polen
Abstract	This article takes a 'vertical' comparative case study approach to the study of the human rights logic of the International Baccalaureate. It explores how the global human rights logic is experienced and adhered to by students taking the International Baccalaureate Diploma Programme in one state school in Poland. As part of a larger study the article uses the data scores from the Human Rights Competence Development Survey (Parish, 2018) as a measure of the level to which students adhere to the human rights logic of the International Baccalaureate. Semi-structured interviews with a small sample of students and the International Baccalaureate Diploma Coordinator were conducted to explore how those students experience the International Baccalaureate human rights logic in an attempt to understand why they have or have not developed high levels of adherence. The findings indicate that adherence to the human rights logic varies depending on factors both within and beyond the school learning community. What also becomes clear is that there is logic hybridity as the human-rights-promoting logic competes with the more pragmatic concerns of examination success and university ambitions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01