Abstract It is not unusual to hear philosophers of education today describe the field as global . But in what sense is philosophy of education global? In this article, I analyze how and to what extent philosophy of education can be understood as a global field. The article argues that how we conceptualize philosophy of education as a global field (or not) makes a difference for how we conduct and evaluate scholarship, engage and collaborate with others, and consider the strengths and possibilities of the field, as well as its challenges. Overall, I justify a critically reflective approach to thinking about philosophy of education as a global field. I identify opportunities to strengthen global engagement, awareness, and diversity in relation to scholarly norms and values, while also examining pitfalls, obstacles, and risks, and some strategies for tackling challenges faced. I contend here that there are many senses in which philosophy of education is (or can be) global. But not all of these senses are entirely positive. And, in some instances, the globalization of philosophy of education requires scrutiny rather than celebration.
Liz Jackson (Tue,) studied this question.