Teachers reflecting on teaching global issues “because I'm also part of the problem”

The paper draws on literature in Global Education (GE) and its relevance to the work of teachers. Having been inspired by Paulo Freire, teachers’ voices are being considered in relation to the teaching of global issues. A Participatory Action Research approach was adopted as part of which photovoice was used. Findings demonstrate teachers’ perceptions of global issues, as well as ways of interpreting and making sense of globalization. The latter is perceived within a framework of dichotomies of globalization and anti-globalization. Through collective discussion, teachers labeled themselves complicit to existing global issues. As such, we suggest that teachers’ educational wisdom on teaching about global issues seems to align to postcolonial approaches within GE. Therefore, we argue that teachers’ voices offer insightful perspectives for perceptions and conceptualizations of Global Education.