ABSTRACT
Eaton and Hughes explore inconsistencies between ideals and practices in the expanding field of international schooling. Eaton examines the globalization of the systemized approach to school review, referred to as accreditation, while Hughes focuses on hiring practices. The discussion highlights that the cultural fabric and history of accrediting bodies—which have played a role in legitimizing the field—as well as biases and historical preferences in international school recruitment have generated exclusive and elitist dynamics that jeopardize the quality and effectiveness of global citizenship education in practice. Their dialogue addresses ways forward for more authentic global citizenship education in schools of all types.
