International Education in the 'Global South': An International Baccalaureate perspective

My article is a response to a piece that recently appeared in International Teacher Magazine. This magazine, published by Consilium Education, is an on-line monthly publication and may not have been widely seen by readers of this journal but will be of interest. The June 2017 edition contained a thought-provoking positional piece by Kyle Kopsick, who currently teaches IBDP History in Ecuador (Kopsick, 2017). His research interests focus on applying critical and postcolonial theory to contemporary contexts. Kopsick discusses the huge recent growth of ‘international schools’ catering for ‘locals’ alongside programmes offered by both the International Baccalaureate (IB), and Cambridge International Education (CIE), and critically applies postcolonial theory. Kopsick argues that: ‘While the IB and CIE vary in their history and missions, they share characteristics that should give pause for thought.’ In particular, Kopsick suggests three areas that require further critical discussion: the geographic spread within the North/South divide; the Western-centric curricula; and the extent of the non-local and Northern-oriented teaching force.