Universal Tropes and Salvation Hopes: Making up “International” Music Students in the International Baccalaureate Diploma Programme
Notice bibliographique
Résumé
Background/Context Since the 1980s, the International Baccalaureate (IB) has gained popularity as an alternative to traditional public curricula, which public discourse frames as ill-equipped to prepare students for today's global market economy. Within this set of discourses, the IB emerges as a pedagogical tool for producing a new kind of “international” student who transcends the limitations of the traditional public school student. Purpose/Objective/Research Question/Focus of Study Using the IB's high school music curriculum, known as the Diploma Programme (DP), as an entry point, this article examines the kind of “international” student that the IB claims to produce. Research Design Informed by Foucault's notion of discursive subjectification, this study examines how the diploma music curriculum fabricates a particular kind of person: the diploma music student. Although the IB takes this subject position for granted, this study rests on the premise that diploma music students only become “thinkable” as such within certain sociohistorical conditions. Data Collection and Analysis I engage with a set of official IB documents designed to inform the practice of DP music teachers. I approach this literature as a power-laden dispositive of knowledge production. I examine statements that relate to the construct of the diploma music student based on both the possibilities they afford and the meanings they preclude. I pay special attention to how this curriculum fabricates divisions, distinctions, and comparisons. Findings/Results I argue that the IB's conception of the diploma music student as an independent thinker, an internationally minded person, and an individual committed to creating a better world reflects three cultural theses that coalesced during the European Enlightenment: the notions of reason, the nation, and progress. Through their recurrent treatment as “truth claims,” these tropes become naturalized. They enable the IB's notion of the diploma music student to emerge discursively as neutral and universal. Conclusions/Recommendations By pointing out some of the onto-epistemic systems that undergird the IB's conception of the diploma music student, I do not suggest that the IB should completely abandon those constructs. However, this curriculum's portrayal of modern Euro-American ways of being and thinking as universal is incompatible with its stated claims of ontological and epistemic universality and inclusivity. Alternatively, I suggest engaging with various ways of being and reasoning substantially and respectfully. In addition, it would be pertinent to consider how each onto-cosmo-epistemological system relates to other systems and the students vis-à-vis ongoing power-knowledge dynamics.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».