With the intensification of globalization, there is a growing consensus that -international education has come of age-. This book examines how the changing conditions of the present have given rise to an altered set of meanings and uses for international education, using the International Baccalaureate (IB) as its focal point. Currently adopted in over 2, 500 private and state-run schools in 134 countries around the world, the IB has far surpassed the expectations of its founders, who struggled under considerable challenges in the 1960s to develop an internationally recognized diploma for university entrance. From its beginnings to its current prominence, the history of the IB richly illuminates the shifting meanings, uses, challenges, and progressive openings of international education in a global age. Documenting the ideals, goals, and complications faced by the IB movement, this book will be relevant to individuals interested in the IB in particular, as well as to those interested in the broader areas of global studies, progressive pedagogy, educational change, and globalization.qAccordingly, the humanities (literature and the arts) figure prominently in IBa#39;s liberal-humanist education and are emphasized in ... These include the TOK course, the creative, aesthetic or social service experience (CASS), the extended essay, and the option of a ... to meet their local needs; for one example, Atlantic College designs a aquot;Peace and Conflict Studiesaquot; course in the early 1970s (IBO, 1977).
|Title||:||Global Dreams, Enduring Tensions|
|Publisher||:||Peter Lang - 2009|