The present paper fills a void in the literature
by focusing on curriculum policy processes in schools that
are both remote and international. It is based on an analysis
of the complex interrelationships between international and
remote education; between ‘the global’ and ‘the local’. It
maps the dynamics of curriculum policy processes in three
remote international schools in Indonesia and their journey
in adopting the International Baccalaureate Primary Years
Program (IBPYP). Whilst the study reported was primarily
focused on how teachers made meaning of the IBPYP and
the micro-politics involved, the significance of accelerating
globalization required an examination of accompanying
national, regional and global influences embedded in the
complex curriculum policy processes. The concept of a
‘policy trajectory’ provided a framework for the research.
After analysis of findings, a model was constructed to
capture the dynamics of curriculum policy processes along
the entire trajectory from global to local levels.

EB00000002532K

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• International and Remote Schooling: Global to Local Curriculum Policy Dynamics in Indonesia