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This study examines the construction and meaning of international education as manifested by IB schools in four locations: Chicago, the Netherlands, Hong Kong, and the United Arab Emirates. Through analysis of schools' websites, we identify three major approaches for constructing schools' image: globally acknowledged quality, moral global citizenship, and neoliberal global citizenship. We show how these approaches are employed in each of the contexts and discuss theoretical implications. We suggest further nuanced conceptualization of global citizenship education following blooming discourse developed through this special issue and through engagement with contemporary understandings of this concept. Specifically, we reveal how IB accredited schools vary in their interpretations of this discourse across various contexts. In light of the growing prominence of International Baccalaureate Organization programs worldwide, it is important to foster theoretical discourse on its agenda and manifestations.

In 2016, the Israeli Ministry of Education (MoE) issued a policy document recommending six new doctrines for pedagogical development at schools. Amid those is ‘Glocalism’, aimed at addressing the global/local mix within the schooling system. Given the lack of a declared internationalization policy in Israel and its highly nationalistic curricula, this direction may constitute a first attempt by the MoE to internationalize school curricula. Public participation, including third-sector organizations actors, constituted a fundamental element in the development of this policy. Examining why this is, and what impact it had on how internationalization was conceived of is critical in this era of pluri-scalar policy-making. Our findings highlight the crucial role played by various non-governmental actors in this process. We also reveal that certain voices were in effect silenced – whether from marginalized constituencies or those suggesting directions contradicting the MoE’s intentions. The policy offers a vague definition for ‘Glocalism’, which appears to eliminate possibilities for marginalizing those communities who feel most challenged by this policy move. Yet, this open-endness in the conceptualization of internationalization is likely to further increase current inequalities within the education system. We argue that such public participation processes can therefore easily become pseudo-participatory, marginalizing and excluding particular constituents.