Knowing about and acting globally in everyday classrooms

Over the years, teachers have been acutely aware of the global in their classrooms, especially when teaching in schools with diverse ethnic populations. It would not be uncommon for a school’s reception area to proudly hang a map of the global showing how many nationalities there were on the school’s roll this chapter argues that there are major issues with the current approaches because of simplistic understandings of the role of culture in global processes and challenges. It begins by exploring the reasons why 'the global' is being reemphasised, noting a shift in its framing compared to the 1990s. The chapter examines a suite of initiatives being promoted to address global learning and citizenship. It sketches out a series of question-driven steps teachers might use to spark conversations and develop initiatives with learners in the classroom. The chapter shows that the Organization for Economic Cooperation and Development in particular has mastered governing through an expanding portfolio of indicators and statistics.