Interculturalism and the International Baccalaureate Diploma Program in Ontario
Bibliographic record
Abstract
In its Mission Statement and ideology, the International Baccalaureate Diploma Program (IBDP) purports to foster globally-minded students who will leave secondary school to not only embrace the perspectives they will encounter, but to make the world a better place through intercultural understanding. Yet to what extent, according to teachers on the ground, is this achieved? Across two semi-structured interviews with two IBDP teachers, this research project explores the meaning of interculturalism and how the Mission Statement is enacted in within the program. Since IBDP teachers in Ontario are certified by the Ontario College of Teachers, and have some experience with the curricula of the province, comparisons are also made regarding intercultural ideology between the Ontario Secondary School Diploma and the IBDP in terms of effectiveness. Ultimately, through the combination of reviewed literature and participant experiences, it is suggested that values such as interculturalism and encompassing aspects like respect, compassion, and tolerance may not be explicitly taught to students. Rather, from the teacher’s perspective, there is no explicit framework in either the IB or OSSD for instilling these values, nor are they always instilled holistically by teachers in the IB program’s varying subjects and features (CAS, TOK).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".