Global Education Review

Glocality has not been given sufficient attention by educational scholars and practitioners. Conceptually blending the intersections of the global and the local, glocality has been understand as living local while thinking global. A complimentary framing of glocality might suggest threading locally and connecting globally in pursuit of engaged praxis. In contemplating glocality, every space framed by one as global represents someone else’s local reality, and every local reality is someone else’s global context. Glocality, resultantly, is an appreciation for the reduction of traditional barriers between peoples, nations, regions, and ideas.

Glocality as a conceptual, theoretical, and/or empirical frame has the ability to further comparative, representational, and inter-dialogic thinking across traditional borders and boundaries. This special issue takes up the mantle of glocality and asks contributors to contemplate the opportunities, possibilities, and challenges in education (framed broadly from cradle to grave) as we enter the third decade of the 21st century. The co-editors represent a variety of institutional, national, disciplinary, and methodological orientations; we all share a commitment to glocality. This special issue welcomes empirical (quantitative, qualitative, and mixed), conceptual, and theoretical pieces.