ABSTRACT
This chapter focuses on the epistemic politics of an international high school curriculum. It describes that an effective decolonization of westernized universities and, indeed, the wider world, is not possible without a thorough understanding of how Eurocentrism and other epistemic injustices permeate high school curricula. The cases of Bolivian and Polish education reforms show how particular high school curricula were designed to ensure that universities remain epistemically, socially and culturally exclusive enclaves. The chapter discusses some of the consequences that Eurocentric curricula at high school level might have for the wider epistemic landscape of the contemporary world. It analyses the geopolitics of knowledge in what is considered to be one of the most innovative and progressive secondary school curricula in the world, the International Baccalaureate (hereafter the IB). The chapter presents evidence which demonstrates that the IB curriculum is indeed Western European in its content.
