Author ORCID Identifier

Farida Salim: https://orcid.org/0000-0002-1010-5442


This paper deals with the idea of inclusion as a means to transform the school culture where all the pupils are cherished and fully represented in the learning experience despite their individual difference. The focus is on epistemic inclusion in the curriculum of international education (IE). The aims of IE reaffirmed by the UNESCO and the essential elements of IE are in-line with inclusive education. However, IE have been critiqued of being western in its construct. IE can neither be truly international nor inclusive if it fails to appreciate and appropriate non-western knowledge in an equitable manner. The paper is a literature review that investigates whether the current IB curriculum reflects Muslim perspectives and ways of including the Muslim perspectives of Economics and Business in the curriculum of International Baccalaureate Diploma program, which like other IE brands claims to foster International Mindedness. A thorough analysis of sources written in educational context, preferably secondary and higher educational context and articles relating to international education or Islamic education was conducted. Deconstruction of the notions of; inclusion and western epistemic dominance, international curriculum, Muslim perspectives are done followed by some proposed methods of re-creating a more inclusive and international IB curriculum. These proposed solutions include common problem-based teaching approach, linguistic considerations, teaching world religions and expansion of the theory of knowledge component.

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Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.