There are two schools of thought regarding Global Citizenship Education (GCE), the soft and the critical, and both schools seek to expand the education of the student at an International School to consider their place in a globalized world (Pais & Costa 2017). The ideological basis of GCE has the noble attempt to counter the effects of Neo-liberalism on education, namely as an antidote to the commodification, marketization, and individualism that characterizes the Neo-liberalist tendency (Pais & Costa 2017).
From that point of view, it would seem that International Schools would see value in promoting GCE in their curriculum. Indeed, that is perhaps why the IBO found it necessary to include the promotion of international mindedness as a core requirement of their programs. Andreotti (2007: 41) posits that the central issue is 'whether and how to address the economic and cultural roots of the inequalities in power and wealth/labour distribution in a global complex and uncertain system'.