tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”:
International education options have expanded in most school systems around the world with promises of curricular innovation. However, there has been limited attention given to the consequences of this shift for social inequalities embedded in pre-existing institutional hierarchies. The International Baccalaureate (IB) Diploma, a two-year high school curriculum, has been prominent among recent private curricula, centred on notions of international mindedness and global preparedness. This article seeks to examine the consequences of the presence of the IB Diploma in a school system that is socioeconomically and academically stratified and shaped by strategies of academic distinction focused on local hierarchies. Using quantitative data on IB Diploma students and schools in Australia, it analyses the interaction of the IB Diploma with social inequalities in a system that combines a high level of between-school stratification and a comprehensive (unified) curriculum. We show how the IB Diploma has been successfully used by socially dominant and academically powerful families to consolidate their academic capital and secure educational advantage, thus contributing to the reproduction of social inequality in domestic circuits of schooling. Against its perceived innovative status, the IB Diploma has paradoxically contributed to fostering traditional forms of schooling – including within-school tracking – and a narrowing of the curriculum – including through its strong focus on examinations. It is argued that the social impact of emerging international curriculum options can only be adequately understood if they are simultaneously contextualised within historically constituted local school and curriculum hierarchies.