This article explores the response to cultural diversity and international mindedness at international schools in Malaysia and Brunei. It shows that the curriculum at these schools is set within a liberal-humanist framework, which some might suggest facilitates the project of `Westernization'. It argues, however, that under the (local) circumstances in which the schools are set, this liberal-humanist framing, despite its limitations, is perhaps the most effective approach to the achievement of international mindedness.
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