Examining International-Mindedness in the International Baccalaureate Theatre Program

Abstract

This dissertation seeks clear identification of how and where the concept of international-mindedness is measurably embedded in the IB Theatre course and assessments. This research will introduce the overall International Baccalaureate (IB) Program and its Diploma Program Theatre course, including the relevant histories and stated aims of each. It will 1) explain the significance of the International Baccalaureate Organization (IBO), 2) establish the IBO as a major world leader as a generator of, and contributor to, international education (Hill), and 3) identify the relative underdevelopment of the international theatre education field. The IBO claims that studying Theatre, specifically through their Diploma Program course, promotes “international-mindedness” (IBO Guide 16). As such, the research critically analyzes the IBO’s Theatre Guide, the syllabus from which all IB Theatre courses are derived, to determine how the IB’s criteria for international-mindedness appear within the course. The research concentrates on revealing the impact the IB Theatre Guide’s structure and content has on implementing international-mindedness within the course, as opposed to a case study into particular institutional or learner interpretations of the concept. The research identifies both foundational strengths and incongruencies in the IB Theatre Guide’s application of international-mindedness, specifically misalignments between the IB Program’s coursework and assessments, and their objectives. Stakeholders of the program may only gain a partial (or limited or narrow) perception of international-mindedness that falls short of the IBO’s full definition. Consequently this constrains the full realization of the course content, student learning outcomes, and the concept's true potential. Given these findings, the analysis resulted in an investigation into how the IBO could preserve and strengthen these functional and beneficial aspects of the course, while improving specific underdeveloped aspects. Four appendices are provided. Appendix A is an IBO-generated image illustrating its “IB Learner Profile.” Appendix B is an IBO-generated image illustrating changing educational trends of the 1960s. Appendix C includes Zina O’Leary’s original checklist for textual analysis. Appendix D includes O’Leary’s original checklist pertaining to document analysis.