Intercultural Understanding in the IB Curriculum

Abstract

The following critique discusses the International Baccalaureate’s (IB) “Language A: Language and Literature” course curriculum, specifically focusing on the complexity of developing intercultural understanding through student centered teaching practices that are both culturally balanced and conscientious. The discussion also focuses on the benefits of the “Language and Literature” course in terms of validating multiple cultural discourses; it also addresses the dangers of employing culturally utopian and culturally passive approaches into the teaching and planning of this course.

Keywords: Intercultural Understanding, Cultural Discourse, International Baccalaureate