This article explores the often challenging, contested and competing concepts associated with globalization. It examines the foundations of ideas commonly advanced to explain globalization, recognising that these may have roots in disciplines other than geography. The underpinnings of globalization are discussed in relation to both processes and networks - as opposed to any narrow consideration of globalization as a singular condition - highlighting the significance, for geographers in particular, of its spatial aspects. Here education is selected for particular consideration - both as an activity that is prone to the forces of globalization, and with respect to what is taught to young people about globalization. The conclusions draw together some of the different approaches to, and understandings of, the concepts of globalization
