國際文憑學校的國際課程在地化：政策實施觀點

Contextualization of International Curriculum in IB Schools: From the Perspective of Policy Enactment

隨著經濟全球化的發展，國際教育的實施與國際學校的設立形成一股難以忽視的風潮。近年國際文憑組織及其課程，除了在美國、加拿大、英國與澳洲等英語國家外，在亞洲各國的學校數量，以及對教育改革的影響力亦日益增長，包括視其為菁英教育、國際升學管道，以及教育改革方向等，均成為研究國際教育組織與課程的重要課題。本文以國際文憑課程為分析標的，討論臺灣、香港、新加坡三地國際文憑學校課程實施的在地脈絡。透過Ball等人（2012）所發展的政策實施分析取徑，探析國際文憑學校在三地所面臨的各種脈絡，包括視其為菁英教育、國際升學以及教育改革等。

Growing with the economic globalization, the implement of international education and the establishment of international schools has become an unignorable phenomenon. Apart from the growth in the traditional “big four” countries, the US, Canada, England, and Australia, there is an incredible increase of International Baccalaureate in Asian countries, in terms of the number of IB schools and its impact on local and national education reform. Utilizing the conceptualization of policy enactment developed by Ball, Maguire, and Braun (2012), this study investigates the contexts of enacting international curricula in IB schools in Taiwan, Hong Kong, and Singapore. The contextualization of seeing IB as elite education, as pathway for studying abroad, and as resource of education reform are discussed.