Choo, Suzanne S.

This chapter surveys three models of global education in teacher education paying attention to their philosophical underpinnings as informed by Human Capital Theory, Human Capabilities Approach, and Cosmopolitan Ethical Approach. The first part of the chapter examines the teleological end underlying the popularity of global competencies frameworks such as that propagated by OECD as grounded on Human Capital Theory. The second and third parts of the chapter focus on alternative and complementary paradigms informed by the Human Capabilities Approach and Cosmopolitan Ethical Approach. The chapter explores how they both center on a vision of human well-being and flourishing using examples from UNESCO’s humanistic approach to global education. The chapter then demonstrates how human capabilities and cosmopolitan ethics can translate into reframing global education in relation to the dispositional, pedagogical, and intercultural aspects of teacher education.