This blog explores the hidden power dynamics of the global classroom, questioning why schools continue to transplant national curricula across borders.
When we ask “whose knowledge is being taught?” we move from the mechanics of education (the what and the how) to the politics of education: the who decides. This question is central to the sociology of education which argues that knowledge is never neutral – it is a selection made by those in power.
Michael Apple, a prominent education theorist, is a leading advocate for this inquiry. He argues that what we label as “official knowledge” is often merely the “selective tradition” of a dominant class. This is a vital consideration when a curriculum operates outside its founding nation. When a school adopts a complete national curriculum in a foreign context, it unintentionally broadcasts a clear message: the knowledge and context of the exporting country are the gold standard.
This practice, known as educational cultural hegemony, is rooted in the outdated assumption that one national model can – or should – fit the entire world. However, pedagogical relevance is deeply contextual. If we teach the “Romanisation of Britain” to a student body in the United Arab Emirates, or mandate the calculation of British currency in an overseas primary classroom, what are we actually achieving?
When a curriculum is rigidly transferred, it risks becoming a social justice issue. It narrows the scope of learning and excludes students whose lived experiences are not validated by the prescribed content. To avoid reinforcing a colonial status quo, teachers find themselves forced to modify content on the fly to suit their students’ realities.
The path to a truly effective international curriculum is not found in adding more content, but in shifting the lens. Within the International Baccalaureate (IB) framework, the question of “whose knowledge?” is addressed through international-mindedness and global contexts.
The IB moves away from a Eurocentric monopoly on knowledge, suggesting that “truth” is often a matter of perspective. To be truly educated, one must engage with the world on a universal scale. This requires a transition from teaching localised facts toward teaching universal concepts and transferable processes.
Instead of a singular unit on the Romanisation of Britain, students explore Ancient Civilizations: their rise, their fall, and their enduring legacies. This reframing replaces the memorisation of a specific national narrative with a focus on transferable understandings. It provides students with the conceptual tools needed to analyse any cultural or historical context.
A curriculum built this way uses universal organising ideas – such as interconnection, environment, and scale – alongside historical concepts like power, change, and conflict. By stripping away irrelevant, region-specific facts, we make space for the “concept of place,” allowing students to link universal theories back to their own lives.
Addressing “whose knowledge?” requires us to confront the reality that colonial legacies still dictate many global standards. Decolonisation is about achieving epistemic equity: supporting diverse ways of knowing and dismantling Western dominance. In a decolonised curriculum, a student’s culture and language are no longer treated as “secondary” or “extra”; they become the vital foundation for all learning.
A conceptual, decolonised curriculum cannot be delivered out of a box. It relies on culturally responsive teaching, which views a student’s identity not as an obstacle to be overcome, but as a catalyst for cognitive engagement.
Ultimately, the goal of international education should not be the replication of a distant home, but the cultivation of a global mindset. By pivoting to universal concepts and embracing global contexts, we empower teachers to build a curriculum that is not just imported, but truly equitable.
We must stop asking our students to fit into a curriculum, and start building a curriculum that fits the world they actually live in.
Michaela Bowles is the Head of Junior School. She graduated from the University of Birmingham with a First Class Honours degree in Sports, Physical Education, and Coaching Science. For the last 13 years, Michaela has held senior leader positions both in the UK and Dubai where she has been an advocate for curriculum innovation and inclusive pedagogy. In her current position, she is dedicated to fostering an educational environment that balances global standards with local cultural relevance, ensuring that every student sees themselves reflected in their learning journey.
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