This paper traces cosmopolitan nationalism (CN) in educative global action. By studying two International Baccalaureate (IB) school approaches to student agency, I pinpoint CN signifiers and analyze them through Papastephanou's (2023) stereoscopic justice and Foucault's (2002) critique of superficial knowledge systems. The analysis reveals CN as a valuable amalgam. A lens for interpreting student agency and highlighting stereoscopic epistemic slippage in school-based global acts. This research will interest educational policymakers, school leaders, teachers, and students focused on global action and the opportunities embedded in the cosmopolitan-national divide.