The Development of the International Baccalaureate in Spanish Speaking Countries: A Global Comparative Approach

Autor/in	Resnik, Julia
Titel	The Development of the International Baccalaureate in Spanish Speaking Countries: A Global Comparative Approach
Quelle	In: Globalisation, Societies and Education, 14 (2016) 2, S.298-325 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2015.1051951
Schlagwörter	Advanced Placement Programs; Comparative Education; Foreign Countries; International Education; Educational Finance; Private Schools; Public Schools; Networks; Higher Education; Access to Education; Curriculum; International Organizations; Argentina; Chile; Ecuador; Spain + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Ausland; Internationale Erziehung; Bildungsfonds; Private school; Privatschule; Public school; Öffentliche Schule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Curricula; Lehrplan; Rahmenplan; International organisation; International organisations; International organization; Internationale Organisation; Argentinien; Spanien
Abstract	This paper compares the development of International Baccalaureate (IB) schools in four different settings: Argentine, Chile, Spain and Ecuador. The global comparative approach used in this study, based on actor-network theory (ANT), allows us to analyse the connections and interactions between global actors and the plurality of national, regional, municipal actors in a common conceptual frame--the IB network. The IB network includes mainly global actors, such as the Diploma Programme (DP), IB schools and the IB organisation, IB schools associations but also a myriad of local actors such as political leaders, national education administrations and local authorities. The paper examines two central assemblages: the institutional assemblage and the curricular assemblage. The institutional assemblage relates to who promotes and funds the DP in each country. While in Argentina and Chile an IB-private school assemblage prevails, in Spain it was an IB-public/private schools assemblage and in Ecuador an IB-government one. These assemblages condition the main point of passage of the IB network--the DP as a means to access to university--which further necessitates new assemblages between the DP and the official curriculum--the curricular assemblage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01