Colonial Reproductions and Anti-Colonial Pedagogical Propositions for Educating about 'the Global' in Urban Schools in India

The world has undergone a "great transformation" (Polanyi, 2001; [1944]) in which a global political-economic system rooted in Euro-American capitalism dominates (Chomsky, 2004; Foster, 2006; Harvey, 2003). Unlike previous centuries in which societies governed their respective economies, today, "global managers" (McMichael, 2008)/"global masters" (Stiglitz, 2003) and their "global designs" (Mignolo, 2000) rooted in centuries of "race" and racism govern "borderless" nations/societies within the present neoliberal economic framework.;This research focused on exploring and understanding how "the Global" is currently being addressed in education/schooling in "South/colonial" contexts, specifically in India. Within the last two decades, substantial research on globalization has emerged, however, discussions available on globalization are westerncentric. This research is linked to related areas of scholarship that are calling for more grounded qualitative studies on questions of global-local interactions and intercultural approaches given that current theories on "the Global" still do not address the array of perspectives of South nations comparatively. Within education specifically, research exploring/examining the ways in which globalization is impacting youth within schools has been heavily ignored by educational researchers as has the inquiry into "the Global".;An interpretivist case study approach was conducted in four schools (two Private and two Christian). Data collection consisted of focus group interviews with grade 12 secondary education students in the Commerce stream, and secondary education teachers, as well as school/classroom observations, and document analysis. The inherent use of multimethods, or triangulation, was used to identify different realities thereby accessing stronger phenomenological insights and attempting to secure an in-depth understanding of teaching about "the Global" in contemporary Indian education/schooling.;The findings indicate that colonialism, and colonial education, is very much alive in India through the direct influence of the World Bank and UNESCO. Just as education was historically used as a deculturing tool in the formation of the modern world system, the findings of the research indicate that this remains within Indian education today through the enforcement of neoliberal policies. The recommendation I have proposed within this study is the formation of "anti-colonial global education" (Chana, 2010) which draws on the thematics of key anti-colonial scholars both in the social sciences and education.