This article examines how three secondary social studies teachers made meaning of global education, and how those perspectives informed their pedagogy in regards to teaching a range of topics around global education. Using data from a 9 month qualitative study, this article also analyzes the societal discourses that influenced the teachers’ thoughts, and ultimately, their actions with their students. The teachers employed two ways of talking about global education (a) utilitarian language at a macro-micro level; and (b) rhetoric of Hanvey’s dimensions of global education. Additionally, in using Hanvey rhetoric, the teachers’ language contradicted their actions, especially in relation to teaching the English Language Learners in their classes.
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