A critical reconceptualization of the International Baccalaureate as a potential force for democratisation in global-heritage schools

This paper aims to make a conceptual contribution the role of International Baccalaureate Organization (IBO) in regard global education within state heritage (multicultural) schools – using England as representative example an age characterised by epistemological, historical and cultural securitisation. recruits ideas concepts taken from Lefebvre Bourdieu discussion focussed on IBO’s potential resistance dominant neoliberal imaginary However, order be force for democratisation, IBO must itself democratise through reconceptualisation school spaces it operates in/produces. It will also involve process reassessing its notion/positioning what constitutes symbolic (and therefore valuable) capital. mean untethering Diploma Programme. highlights possibility new space education, operationalised moving beyond ‘IB school’ more informal IB supported school. is argued here that has galvanise wave inclusive education.