Introduction

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book examines the historical development of the Programme for International Student Assessment (PISA) 2018 assessment of global competence, situated potentially as a leading measure of internationalisation in an evidence-based global landscape. It provides insights into the motivations of state-funded schools to pursue internationalisation, including the extent to which schools explicitly addressed terms like ‘global citizen’, ‘global worker’, and/or ‘cosmopolitan capital’. The book focuses on the diverse pathways of internationalisation by examining the growth of the International Baccalaureate (IB) programmes in public schools in the US (Chicago), Ecuador and Japan. It argues that there are very few interactions between public schooling and the IB. The book draws on a post-colonial lens to examine the dynamics of local Indonesian teacher experiences in an international kindergarten in Indonesia.