This paper investigates international representations in the Artificial Intelligence in Education (AIED) research field. Its methodological and theoretical groundings are inspired by Arnett (2008) and Henrich et al. (2010a) who addressed the same issue in psychology, and respectively a) discovered massive imbalances in representation in top-tier psychology journals, and b) clarified risks of this situation. Data on research production collected on 2 top-tiers AIED conferences indicate that relatively similar imbalances exist in AIED. Potential threats and challenges induced by that situation are discussed as well as additionally identified phenomena related to the culture of the AIED community.