ABSTRACT
One of my first encounters with the breadth of what it means to say global education occurred about 20 years ago as I was presenting a new research project on global learning. I began by saying that I was going to talk about a study I engaged of how young people learned about the world, and immediately five people stood up and left the room. This was somewhat surprising to a neophyte academic but I later realized that while the session to which I was assigned was entitled global education, others on the panel interpreted their work and the field as being about international comparisons between school systems, not analyses of what global learning goes on in those schools. What made their work global was the locations and contexts in which the research was conducted rather than curricula or happenings at schools and in learning spaces, which was and remains the focus of my work.
