ABSTRACT
To write about globalisation and pedagogy did not seem either the most obvious or the most useful thing to do, when much of this text was first published in 2000. At the time, while there was a good degree of discussion of globalisation in the broader social sciences, there was little in the discussions of education. Where globalisation was discussed, it was largely in relation to educational policy. Little attention had been paid to questions of pedagogy in relation to globalisation. Since 2000, there has been an explosion of writing and research on
the multiple aspects of globalisation. Books, journals, articles and programmes have been produced in abundance. These largely focus on the economic, political and cultural significance of globalisation. While there has been a similar growth in writing about globalisation and education, the tendency has still been towards a focus on policy and the largely perceived negative impacts of globalising processes, which are often positioned as a code for neo-liberal capitalism. What cannot be denied is that globalisation is increasingly thematised by the writing about it, in the sense that it has become a more solid concept through the increasing writing and discussion of it. The world has been increasingly realised as globalised whether we like it or not.
