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dc.contributor.advisorSecombe, Margaret Joyce-
dc.contributor.advisorRodwell, Grant-
dc.contributor.advisorManiam, Vegneskumar-
dc.contributor.authorMaire, Quentin Thomas-
dc.description.abstractThe role of education in the reproduction of social inequality has been consistently demonstrated since the seminal research on the subject in the 1960s. Yet changes in the structures of education systems constantly re-problematise the (re)production of social inequality. In particular, new forms of educational differentiation bring the question of the social distribution of educational opportunities to the fore. One recent form of educational differentiation has been the development of curricular alternatives, and the most prevalent of these alternative curricula are the programs developed by the International Baccalaureate organisation. In this project, I attempt to understand the contribution of the International Baccalaureate Diploma Programme, a two-year pre-university credential, to the reproduction of social inequality in Australia. To that effect, I examine the quality of the Diploma Programme opportunity, in comparison to alternative programs. I then assess the social background of students choosing the Diploma, in order to evaluate the implications of the introduction of this alternative senior secondary curriculum for the social distribution of educational opportunities. I conclude the analysis by addressing some elements of explanation for the Diploma Programme’s contribution to the reproduction of social inequality. Finally, I propose some modest reforms for using this new form of educational differentiation as an instrument for devising a fairer distribution of educational chances.en
dc.subjecteducational opportunityen
dc.subjecteducational chancesen
dc.subjectcurriculum choiceen
dc.subjectcurricular alternativesen
dc.subjectInternational Baccalaureateen
dc.subjectDiploma Programmeen
dc.title"Creating a better world": the International Baccalaureate and the reproduction of social inequality in Australiaen
dc.contributor.schoolSchool of Educationen
dc.provenanceThis electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at:
dc.description.dissertationThesis (Ph.D.) -- University of Adelaide, School of Education, 2016.en
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