Legitimacy, Power, and Aesthetics, in the International Baccalaureate

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This paper explores the facilitation of the emancipatory in an International Baccalaureate (IB) context of privilege. It aligns with the idea that capitalism, even in welfare state democracies or ‘do good’ corporations, maintains the interests of the owners of capital. It is by nature unjust and exploitative and must conceal this injustice by securing a (spurious) legitimacy for itself (Edgar, 2006, p. 88). This makes a rare methodological contribution as the article provides critical ‘meta-analysis’ (Card, 2015) of IB research literature by prioritising work that affords insight into the lived reality within the IB-Sphere. It then triangulates this analysis through the work of German Social Philosopher Jürgen Habermas (1970; 1981; 1983; 1989; 1991).
This work provides a significant and timely contribution to ‘franchised education’ (Apple, 2000; Ball, 2012) in the 21st Century, and will be of essential reading to scholars, policy makers and leadership whether involved in the IB, or active in the Neo Liberal spaces of education more generally: such as Multi Trust Academies, Free Schools, or Charter Schools. This is thanks to the lessons learned over nearly 60 years of educational franchise in a diverse and globalising sphere as presented here from IB research through critical analysis.
Original languageEnglish
JournalGlobalisation, Societies and Education
Publication statusAccepted/In press - 18 Aug 2022


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