Although international education is difficult to define, its promotion of cultural diversity is widely accepted. Cultural heritage is the backbone and the product of cultural histories; it is, therefore, essential to national identity construction. As international education is very diverse, its relationship with cultural heritage ranges from alliance to antagonism. How can this relationship be mapped? Does international education promote diversity or does it merely assort cultural heritage symbols? This article will suggest a theoretical framework for the dynamics of this vital relationship. (Contains 1 figure and 2 tables.)