ABSTRACT
This chapter draws on a qualitative study that examines potential impacts of the expansion of the International Baccalaureate (IB) schools on students and society in Japan, especially in relation to equity and social justice. This qualitative study aims to address the following two research questions: (1) How do administrators and teachers perceive the expansion of IB programs in Japan? (2) How do administrators and teachers perceive the potential impacts of IB programs on students and society, particularly in relation to equity and social justice? The following three themes emerged from the discourse analysis and open coding in grounded theory: (1) IB education as an opportunity; (2) Exclusionary aspects of IBDP; (3) Impacts of human, financial, and pedagogical resource constraints on IB. Across these themes, the purpose, values, and effects of IB education, as identified by research participants, closely aligned with the imperatives of education within globalization and a neoliberal knowledge economy in the Japanese context. As for the impacts of the IB education on students and society, it was identified that the proponents perceive students’ socioeconomic status, academic preparedness, learning disabilities, and English proficiency as barriers to accessing and completing the IBDP. This research sheds light on complicated relationships between students, academic programs, geographical locations, financial and human resources, accessibilities of pedagogical resources, and learning opportunities.
