Question 1:

As a reader, there are several potential ideological biases that can be inferred from the IB
mission statement. It's important to note that these biases are not inherently negative, but they
represent the values and principles that the organization prioritizes in its educational approach.
Here are some of the ideological biases that can be identified:

1. Global Citizenship and Internationalism: The IB mission statement emphasizes the

development of "inquiring, knowledgeable, and caring young people" who contribute to a
"better and more peaceful world" through "intercultural understanding and respect." This
reflects a strong ideological bias towards promoting global citizenship and fostering a sense of
interconnectedness among students worldwide.

2. Progressive Education: The IB's commitment to "challenging programmes of international

education and rigorous assessment" implies an ideological bias towards a progressive approach
to education, emphasizing critical thinking, inquiry-based learning, and a broader educational
experience beyond traditional classroom instruction.

3. Ethical Values and Social Responsibility: The emphasis on encouraging students to be

"compassionate" and to work towards creating a "better and more peaceful world" reflects an
ideological bias towards instilling ethical values and social responsibility in students, preparing
them to address real-world challenges and engage with global issues.

4. Open-Mindedness and Respect for Differences: The statement promotes the notion that
"other people, with their differences, can also be right." This reflects an ideological bias towards
fostering open-mindedness and respecting diverse perspectives, cultures, and beliefs.

5. Cooperation with External Organizations and Governments: The IB's collaboration with
"schools, governments, and international organizations" showcases an ideological bias towards
recognizing the importance of partnerships and cooperation at both local and global levels in
advancing education and achieving their mission.

As a reader, you can identify these ideological biases by analyzing the language and values
conveyed in the mission statement. The use of words like "global citizenship," "intercultural
understanding," "compassionate," and "peaceful world" indicates the organization's priorities
and principles. Additionally, the focus on international collaboration and partnerships further
underscores the IB's commitment to its global perspective. These biases reflect the specific
goals and values that the IB aims to promote through its educational programs.

Question 2:
The dominant reading of this text would likely interpret the IB learner profile as a
comprehensive and aspirational set of attributes that the International Baccalaureate aims to
develop in students. It highlights a holistic approach to education, fostering not only academic
knowledge but also personal development and ethical values. The dominant reading would see
the IB learner profile as promoting a well-rounded, globally aware, and socially responsible
individual, who is equipped with the skills and attitudes to succeed in an interconnected world.

The dominant reading might emphasize the following points:

1. Holistic Development: The IB learner profile emphasizes the development of various aspects
of a student's personality, including intellectual, emotional, physical, and ethical dimensions.

2. Global Citizenship: The profile encourages students to have a broader perspective,

appreciating local and global issues and engaging with diverse cultures and perspectives.

3. Inquiry and Critical Thinking: The profile emphasizes students' ability to think critically,
inquire, and approach complex problems independently.

4. Effective Communication and Collaboration: The profile underscores the importance of

effective communication in multiple languages and the willingness to collaborate with others.

5. Ethical and Responsible Behavior: The profile promotes ethical decision-making, integrity, and
a sense of responsibility for one's actions and their impact on others and the environment.

6. Empathy and Compassion: The profile highlights the importance of empathy, compassion,
and a personal commitment to service and making a positive difference in the lives of others.

7. Courage and Open-Mindedness: The profile encourages students to be open to new

experiences, perspectives, and ideas and to approach uncertainty with courage.

An oppositional reading of the IB learner profile might view it with skepticism or critique some
aspects of the stated attributes and values. Critics may argue the following points:

1. Idealistic Expectations: Some may argue that the profile presents an idealized vision of what
students should be, which may not always align with the realities of diverse student populations
and their unique circumstances.

2. Cultural Bias: Critics might argue that the profile's emphasis on global perspectives and
intercultural understanding may overlook or undervalue the significance of local cultures and
identities.

3. Standardized Approach: Critics could view the profile as promoting a standardized and
prescriptive set of attributes, potentially limiting individuality and diversity in student
development.
4. Implementation Challenges: Some may question the practicality of fully implementing the
learner profile across different educational settings, considering resource constraints and
varying cultural contexts.

5. Assessment and Measurement: Critics might question how the development of these
attributes can be effectively measured and assessed, given their subjective nature.

An oppositional reading may challenge certain aspects of the profile, either in terms of
feasibility, cultural sensitivity, or the potential tension between its aspirational goals and the
realities of implementation. However, it's important to note that interpretations of the learner
profile can vary widely, and the views presented here represent potential perspectives rather
than definitive assessments.

Question 3:

The tone created in the aims and assessment objectives for studies in language and literature is
informative, inclusive, and focused on fostering a deep understanding and appreciation of
language and literature. The author conveys these qualities through the use of specific language
and the way the objectives are presented.

The reason behind this tone is to provide a comprehensive and engaging approach to the study
of language and literature. By emphasizing skill development, exploration of various texts, and
fostering a lifelong interest, the author seeks to create a positive and motivating learning
environment. The inclusive tone acknowledges the importance of cultural diversity and
encourages students to appreciate the richness of global literature while enhancing their ability
to communicate effectively and critically analyze information. Ultimately, the tone aims to
inspire students to become enthusiastic learners and lovers of language and literature.

Question 4:

Celebrate
Constructivist approach
Open, democratic classrooms
Lifelong learners
Inquiry, action, and reflection
Purpose, culture, and environment

The use of these charged words and phrases in the text serves to create a positive and inspiring
portrayal of the IB community and its educational principles. By employing language that
conveys enthusiasm, inclusivity, and commitment to lifelong learning, the text seeks to engage
the reader and build a favorable perception of the IB's educational philosophy. It aims to evoke
a sense of excitement and motivation for learning in an environment that values student
agency, collaboration, and inquiry.
Question 5:

1- Wide range of CAS experiences

2- Connections between subject and CAS
3- Creativity, service, and activity
4- Raise awareness about global issues
5- Audiobooks for sight-impaired individuals
6- Book clubs with younger students
7- Distinct from Diploma programme course requirements

Overall, the text showcases the IB's ideological perspective of holistic education that goes
beyond traditional academic subjects. It emphasizes creativity, service, and physical activity as
essential components of student development and encourages students to engage with real-
world issues, connect their studies to meaningful experiences, and contribute to their
communities.