In this paper I discuss the necessity of putting global issues at the center of school curricula. I am building this claim on the assumption that schools have the potential to transform reality. Students need a global context as early as possible in order to be able to operate in a globalized world. Today globalization is present in schools, mainly due to global competition and comparisons. I postulate that accountability should be a moral more than a statistical endeavor. In order for teachers to be able to nurture it, they should be involved in building professional capital in three domains : as critical intellectuals, educational activists, and cooperating professionals
