Reviewing reflexivity in International Baccalaureate research: An examination of how practitioner-researchers position themselves

Abstract

This article addresses the need for a discussion around collective reflexive practices within the subfield of international education focused on international schools and, in particular, the International Baccalaureate. Many researchers in this field are former school educators whose personal and professional experiences inspired their research journey. However, despite their close ties to the programmes and institutions they study, there has been little collective discourse around reflexivity and positionality. This article reviews the literature and analyses data from over 100 doctoral dissertations on the International Baccalaureate, written by practitioner-researchers, to examine how reflexivity and positionality have been approached. The findings reveal that while some researchers acknowledge their positionality or discuss a reflexive practice, these considerations are often underdeveloped and lack a systematic approach. The article argues for the need of increased dialogue, and proposes a framework for reflexive practices within international education to ensure that researchers critically assess how their personal beliefs and experiences influence their work, ultimately leading to more transparent and impactful research in the field.