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Global to Local Curriculum Policy Processes pp 153–186Cite as

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Part of the book series: Policy Implications of Research in Education ((PIRE,volume 4))

Abstract

The three case studies reported in Chaps. 4, 5 and 6 presented an analysis of policy regarding the International Baccalaureate Primary Years Programme (IBPYP) in particular remote Indonesian school settings. This chapter now presents the results of an analysis undertaken across the three cases. It is a cross-case analysis framed by the conceptualization of the policy trajectory consisting of the contexts of influences, policy text production, practices, and outcomes (Ball 1994, 2006; Rizvi and Lingard 2010; Vidovich 2007). Each of these four policy contexts is used as a heading in organising the presentation below. In reality, however, they are multi-faceted, multi-dimensional and inherently interrelated contexts. This becomes evident on considering the themes generated in relation to the different contexts. Also it is important to highlight that in undertaking this analysis, account was taken of Vidovich’s (2007) position on the importance of considering the global, national and local aspects of each context; a position akin to Marginson and Rhoades’ (2002) ‘glo-na-cal’ (global-national-local) agency heuristic which is relevant to the policy analysis conducted here. At the local level, the setting of each case study was attributed an importance beyond being merely a descriptive backdrop to the policy (Green 2008). That is, it was seen as being an integral part of the policy process.

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  1. School of Education, Murdoch University, Perth, Australia

    Susan Ledger

  2. Graduate School of Education, The University of Western Australia, Crawley, Australia

    Lesley Vidovich & Tom O’Donoghue

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Ledger, S., Vidovich, L., O’Donoghue, T. (2014). Discussion. In: Global to Local Curriculum Policy Processes. Policy Implications of Research in Education, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-08762-7_8

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