International Schools, International Mindedness, and the Development of Global Citizenship: Reflections from a Case Study of International Schools in Cyprus

International schools encourage international mindedness, which in turn supports global citizenship education (GCE). This article responds to the notion that GCE fits into the narrative of international schools, yet not much information indicates how it is being approached in practice. Although the international curriculum provides opportunities for GCE, it can also pose several challenges for these schools. On the one hand, international schools are, to a great extent, independent institutions that follow an international curriculum and foster an international orientation toward knowledge and attitude; on the other hand, they are committed to preserving the status quo, due to the various backgrounds of their students. They expand on teaching students about global issues in a manner that does not cross the boundaries of their school's socio-cultural context. Nonetheless, international school educators understand their responsibility to teach students skills that will allow them to function successfully in the new globalized reality. This includes an awareness of current affairs, the ability to navigate media and social media in the era of fake news, and an understanding that the actions of a few do not represent the entire culture. Furthermore, experimental learning and extracurricular activities give schools a major opportunity to internationalize and promote active citizenship. Such outsourcing helps international schools provide GCE education, yet at the same time, keep themselves relatively neutral in their core.