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Government primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and governance expectations. The purpose of this paper is to explore how teachers navigate and contest dual policy-practice expectations in the Victorian Government IB-PYP context.

This study used a narrative inquiry approach. The narratives of two teachers were generated through a narrative interview and then re-storied with participants through a set of conceptual lenses drawn out of the policy assemblage and affect studies theoretical spaces.

The stories participants told show that competing mandatory local policy expressions are experienced and contested both to stabilize a technocratic rationality and produce alternative critical-political educational futures.

There a few accounts of teachers' policy experience in government school settings implementing the IB-PYP. In addressing this gap, this paper directly responds to prior claims of the IB's failure to promote an emancipatory pedagogy, showing instead that when teachers who bring a more critical understanding of educational purpose to their work take up the IB-PYP policy to support the enactment of that purpose.