Translating the International Baccalaureate in different educational contexts: the benefits of and constraints on teachers sharing a common lexicon

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review


    This chapter draws on the testimonies of 38 Primary Years Programme (PYP) teachers in Canada and Australia to explore their perceptions of the benefits and challenges of working within the PYP framework, as well as elements of the broader International Baccalaureate (IB) model in which the PYP is situated. It explores some of the challenges faced by teachers in translating the IB lexicon into practice. The varied interpretation and translation of IB concepts such as tolerance have direct implications for how a kind of cosmopolitan hospitality is taught by IB teachers. The general depth of teachers’ commitments to the IB and PYP was an indication that IB and PYP educational principles had migrated successfully to regions far from Europe, the administrative centre of the IB. Teachers adopted the language of the PYP as a basis for individual and shared culture, understanding, and purposes, attesting to the ability of IB ideas to migrate into new contexts.

    Original languageEnglish
    Title of host publicationMigration, Education and Translation
    Subtitle of host publicationCross-Disciplinary Perspectives on Human Mobility and Cultural Encounters in Education Settings
    EditorsVivienne Anderson, Henry Johnson
    Place of PublicationAbingdon uk
    Number of pages13
    ISBN (Electronic)9780429291159
    ISBN (Print)9780367260347
    Publication statusPublished - 2020

    Publication series

    NameStudies in Migration and Dispora


    • cosmopolitan hospitality
    • International Baccalaureate
    • Primary Years Programme
    • curriculum
    • school leadership
    • curriculum ownership
    • language of practice

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