1) Abstract: Globalization has a profound effect on the mission and goals of education worldwide. One of its most visible manifestations is the worldwide endorsement of the idea of “education for global citizenship,” which has been enthusiastically supported by national governments, politicians, and policy-makers across different nations. What is the role of international schools in implementing the idea of “education for global citizenship”? How do these schools attempt to create a culturally unbiased global curriculum when the adopted models have been
developed by Western societies and at the very least are replete with (Western) cultural values, traditions, and
biases?
2) The International comparisons and benchmarking have become a major influence on education policy- making in Central Asia and other post-Soviet states. Joining the international student achievement studies such as PISA, TIMSS, and TALIS have brought significant benefits to participating countries, while also enabling the new political technologies of governing the post-Soviet education space by numbers. International benchmarking, and the “best practices” that come along with it, have contributed to the production of educational knowledge that not only attempts to explain education phenomena but also constructs “norms” embedded in education policies and practices.
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