Anthropology and the International Baccalaureate: History, Practice and Future Challenges
Abstract:The article contextualizes the educational, political and social context in which the International Baccalaureate (IB) diploma programme was established and describes the place of social anthropology within the general aims of the diploma programme as a whole. The article then discusses the current diploma curriculum for social and cultural anthropology and the issues arising from this for the teaching and learning of anthropology in a global context, including teacher support and comparisons with other national pre-university educational qualifications. Some of the perceptions of the IB diploma among teachers, students and parents are also briefly discussed.
Document Type: Research Article
Publication date: December 1, 2010
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- Anthropology in Action is a peer-reviewed journal publishing key articles, commentaries, research reports, and book reviews that deal with the use of anthropology in all areas of policy and practice. Recent themes have included identity and movement, anthropology in Denmark, the effects of ethics, and anthropology and activism. Subjects covered by the journal include organizations, HIV/AIDS research, new reproductive technologies, the rights of indigenous peoples, community care and social policy, health, medicine and suffering, education and government policy, museums, place and space, management, ethnicity and violence, and overseas development.
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