International Baccalaureate (IB) schools have traditionally been associated with displaced expatriates and globally mobile privileged elites. In recent years, there has been an increase in the number of state funded Title I IB schools across the United States, many of them serving immigrant and refugee children and youth. However, this unprecedented access of immigrant and refugee students to an international education is an underrepresented field in the education literature. How do immigrant and refugee children construct and perform citizenship in such contexts? How does the school utilize their cultural and global capital? In this article, I present the findings of a qualitative case study conducted in a fourth grade classroom in a public charter international school, River Song Elementary (pseudonym), serving immigrant, refugee and local children in one of the largest refugee resettlement areas in the United States. © 2014 Intellect Ltd Article. English language.

citizenship Primary Years Programme International schools international education Refugee students national identity

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