How might IB classroom pedagogy ‘make a better world?’ (Toward) illuminating a promising IBDP teacher praxis

Datos Bibliográficos

ID12725247
AutoresJustine Lyons (0000-0002-7515-7630, American International School in Egypt), John Lyons (0000-0001-6224-7744, American International School in Egypt, Cairo, Egypt), Paul Tarc (0000-0001-8526-343X, Faculty of Education, Western University, London, Canada, autor de correspondencia)
Año2022
Volumen22
Número4
Páginas605-624
Fecha de publicación2022-11-06
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaGlobalisation Societies and Education (JOURNAL)
Identificadores de la revistaISSN: 1476-7724 • E-ISSN: 1476-7732
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14767724.2022.2142764
OpenAlexW4308320823
IdiomaEN
Citas recibidas6
Referencias citadas35

Moving beyond both a neoliberal as well as a ‘heroic’ conception of how the International Baccalaureate (IB) might ‘make a better world’, this paper focuses on the transformative potentiality of IBDP classroom pedagogy from the perspective of an experienced and critically minded educator, whose praxis has evolved across more than three decades of teaching IBDP courses in elite, well-established international schools around the world. In the IBDP teacher’s account, particular attention is placed on the relational qualities of the (ideal) classroom culture and on the tensions between learner autonomy, teacher and learner authenticity and the critical imperative to interrogate privilege. We seek to provide a generative case for researchers and educators to reflect and find greater precision on the desired ends, possibilities and limits of critical and progressive pedagogies in school classrooms under contemporary conditions constituting our ‘world in trouble’. More specifically for stakeholders of the IBDP, we offer up a promising orientation to IBDP classroom pedagogy in pursuit of the IB mission

Epistemology · Mathematics education · Pedagogy · Praxis · Sociology · Teacher education · Global Education and Multiculturalism · International Student and Expatriate Challenges · Philosophy · Psychology · Second Language Learning and Teaching