ABSTRACT
This chapter presents critical reflections on the relationship between international education and the fostering of attributes of global citizens that endure into adulthood. This is considered through the lens of Mezirow’s (2012) transformation theory and the reflections of three International Baccalaureate Diploma alumni, one of whom is chapter co-author Chang. The reflections of alumni are interwoven with authors Kirmani and Chang’s dialogue. Through the shared perspectives, the discussion addresses ways in which personal, local, and global community engagement influence the development of personal identity and values in post-school life activities and how these might align to characteristics of global citizenship. Examples are provided of transformative experiences that catalyzed these identity developments toward acting in equitable ways in adult life. The alumni perspectives re-inform existing framings of global citizenship that may serve to prompt educators to attend to formative experiences as central to achieving overlapping aims of the International Baccalaureate and global citizenship education.
