Scholars and policymakers in the United States argue that developing global competence is essential to preparing K-12 students for the increasingly interconnected and interdependent world. Given this increased focus, considering implications for teachers is critical. This qualitative-interpretive study applies a sensemaking framework, drawing on interview data from teachers in the Washington, D.C. metro area to understand their cognitive interpretation of increasing calls to internationalize U.S. schooling. Findings present a multilayered picture of the ways in which a small group of invested teachers negotiate their own understandings, and grapple with policy and political messages related to internationalization and global education.
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