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Abstract
International mindedness is considered by many educational researchers and organizations as a determining feature in international education. This article used data as part of a PhD case study inquiry to explore how international mindedness is developed by two students in an IB school in an Indian Ocean Island Nation. Through a qualitative approach within an interpretivist paradigm, it provides insights into the complexities of the students' development of international mindedness through the following questions: Why do the students aspire to develop international mindedness? What are the tensions they experience in developing it through the theory of knowledge programme in the International Baccalaureate Diploma Programme (IBDP)? Using socio-cultural frameworks, the article discusses theories on knowledge development, identity and post-colonialism. Data were collected through a survey, journal entries and interviews. The analysis was conducted using theoretical sampling, categorization and coding. The findings revealed that students' cultural backgrounds and identities are critical factors determining their sense of engagement with the development of international mindedness in the IBDP. They indicated also that the Diploma Programme (DP) knowledge content needs to be carefully addressed by the International Baccalaureate (IB) host school, which also must consider the socio-cultural and historical factors of the country in which it is found, in negotiating a locally meaningful implementation of the IB's international mindedness.