ABSTRACT
The publication of the United States (US) Department of Education strategy reflects the international and national buzz around global education and identifies it as a national priority. Global education also stresses associated sociocultural values—including understanding, mutual respect and empathy—that underscore collaboration rather than competition. This chapter focuses on a framing of policy related to global education to examine the diverse and contradictory ways in which policy focused on global education becomes interpreted by various stakeholders at national and local levels. It discusses data from a 2014 pilot study, Global Education in the US: The Interplay of Policy and Practice, which examined the perceptions of different US stakeholders on global education. The chapter explores two main themes: the distinct rationales of the US international education strategy and the language used to frame this policy message; and the ways in which teachers construct meaning of education policy related to global education.
