Continuing the discussion of international education in the 'Global South': A Cambridge perspective

Introduction This article responds to a piece written by Tristian Bunnell (2017), who argues that a more concrete definition of the Global North/South is needed to better connect post-colonial theory with the current state of international education. Using membership in the Organisation for Economic Co-operation and Development (OECD) and the Group of 77 (G77) as determinants for classification in the Global North/ South, Bunnell collects data related to the number of International Baccalaureate (IB) schools in each respected group. [...]unlike Cambridge, the IB's historical origins are not rooted in traditional colonialism. [...]4,718 Cambridge schools were included in this data set, which differs from the over 10,000 Cambridge claims to be affiliated with the organisation.