Educational Territories and Schools that Go Global. The Case of IB Schools and the Emergence of New Territorialities

Abstract

Over the last three decades, education privatization has become a global phenomenon with different manifestations in each country. In Argentina, it unfolds in a variety of ways, with a diversified educational offering that allows for free choice at its center (Gottau & Moschetti, 2015; Narodowski, Moschetti & Gottau, 2017; Gottau, 2020; Mayer, 2020). A subsidized private sector that expands religious education to generally low- income sectors is one that benefits the most from this policy (Gamallo, 2015; Moschetti, 2018), while the latecomers are non- subsidized private schools that cater to high- income sectors with several institutions having adopted the Diploma Program (DP) of the International Baccalaureate (IB), within the frame of the internationalization of education (Mayer & Catalano, 2018, Mayer, 2019, 2020). It could be argued that as well as the privatization processes in Argentina tending to form a diversified educational proposal divergent from the state monopoly provision of the early 20th century, nowadays we can identify different institutional projects that show strong anchors toward the global and international arenas, even recognizing the centrality of the nation state in terms of national Curricula and local legislations (Tedesco, 1986; Bertoni & Rock, 2001; Grimson, 2002; Narodowski, 2002; Gottau & Moschetti, 2015).