ABSTRACT
This chapter argues that Global Dimension in the School Curriculum's (GDS) national, discrete disciplinary curriculum, disconnected from the media, medium or multimodality of students existence, further distances powerful disciplinary knowledge and multiple literacies from agency, productivity and politico-economic glocal integrity. On 31 March 2012, the Qualifications and Curriculum Development Agency closed as part of the coalition government's wider education reforms. All QCDA materials were archived and technically, GDS no longer reflects policy or guidance. The chapter addresses the research question regarding official conceptualisation of a critical global educator. GDS's transnational paradigm for modern foreign languages at KS3 and KS4 partnerships with native speakers other than in the country of origin partially highlights diaspora within the UK. However, community languages and bi- and multilingualism, diagnosed as deficit rather than as resource, make intercultural analysis, linguistic variety, linguistic rights, linguistic discrimination and linguicide crucial components of teacher education.
