by James C. Jupp, Nina Sloan, Kevin Owens, and Cristina Davis

Through the use of practical narratives, this presentation articulates how the International Baccalaureate Middle Years Programme’s (MYP) thematic areas of interaction can serve as a framework for reaching poor students of color.
This presentation highlights practical narratives (Clandinin & Connelly, 1988; Clandinin & Connelly, 2000; Cole & Knowles, 1999) of culturally relevant (Gay, 2000; Ladson Billings, 1994; Ladson Billings, 1995; Nieto, 1999) practice using MYP’s areas of interaction. Highlighting narratives of culturally relevant practice from language arts, social studies, science, and art this presentation articulates how MYP’s areas of interaction provide, through local practitioner adaptation, a framework of wise practices (Davis, 1997) for poor children of color at Martin MS in Austin, Texas. Drawing on the practical tradition that combines inquiry and practice, thinking and doing, acting and reflecting (Dewey, 1990 [1902]; Dewey, 1997 [1938]; Schwab, 1978a, Schwab, 1978b; Schwab, 1978c; Schwab, 1983; Reid, 1984; Reid, 1999; Reid, 2000), these narratives of culturally relevant practice provide a unique contribution to literatures on MYP: They describe, at the level of day-to-day experiences, how the areas of interaction can be adapted for culturally relevant teaching. This contribution is particularly important for schools contemplating the implementation of International Baccalaureate Programmes in schools serving poor children of color. This presentation concludes with a reflection on MYP’s framework as a community of practice (Nieto, 1999)—along with the difficulties, and challenges of engaging students, retraining teachers, and getting test scores.