This thesis examines the ways in which two International Baccalaureate (IB) schools in Australia interpret the notion of global citizenship, and explores the challenges and opportunities they face in enacting global citizenship education. This thesis assumes global citizenship education to be ubiquitous in IB schools, and poses two core

questions: First, how are global citizenship discourses interpreted and enacted in two International Baccalaureate schools? Second, how do these schools take advantage of mobility, diversity and connectedness in the student body and in what ways do these elements support notions of global citizenship? This thesis approaches these questions

using qualitative methods, including interviews, focus groups, and document analysis.