Abstract
A lesson to be learned from the quotation at the start of Chap. 9 is that it is essential to include a global orientation to curriculum policy analysis so as to capture the multiple and interconnecting worlds that have an impact on, surround, influence and set the agendas for, education policy. Although the study reported in this book was primarily about micro level policy actors making meaning of the IBPYP in remote international schools in Indonesia, and the micro-politics involved in how curriculum policy was enacted in these schools, cognizance was taken of the importance of accompanying meso (national and regional) and macro (global) level contexts and influences embedded in the policy processes (Marginson and Rhoades 2002; Ozga 2001; Rizvi and Lingard 2010; Winter 2012). The study findings help to fill gaps in the fields of international and remote education by identifying how different contexts drive policy processes, and highlighting the interconnectivity that can potentially exist between them.
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Ledger, S., Vidovich, L., O’Donoghue, T. (2014). Conclusion. 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_9
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