At one level, this book examines the inventory of global issues, dimensions, and debates discussed by educators, curriculum practitioners, and researchers in two U.S. journals, Social Education and The Social Studies, since 1990. At another level, the study explores the conceptualizations, metaphors, and frames through which the global is rendered. The texts analyzed in this qualitative study are regardded as a disocurse community unified by a common focus on how to conceive and educate about globalization. For the scholars and practitioners in social studies education and global education, the book illuminates how the ways in which globalization is informed and imagined constrain or expand the possibilities for human agency to influence the very course of globalization, making the limits of the political imagination more visible and thus open for critique. By illustrating how representations of globalization are carriers of different ontological presuppositions and ideological assumptions, the book highlights the relationships, identities, and ethics that has been legitimized about globalization and the skills, content, and values that has been rendered as essential in global education.