ABSTRACT
This chapter examines the philosophical and theoretical foundations of the concept of the critical global educator and explores Huckle's advocacy for disparate, CR-oriented, issue-based GCESD (2004). It delineates how and where CR ontology renders it an ideal philosophy of knowledge that resolves tensions between mainstream, Marxist and postmodern environmentalisms in progressive ways. It also demonstrates the extent to which CR is uniquely placed to manage the professionalisation of teaching. Within each segment, the discussion moves from CR philosophy to supporting critical socio and psycho-linguistic theories, some practical discourse strategies and eventually, to implications for CHAT as an analytical framework for self and negotiated evaluation of critical global educators. Drawing on interdisciplinary roots in philosophy, anthropology, linguistics, psychology and the natural and social sciences, CR is prone to abstract conceptualisation, terminological mystification and accusations of density. The chapter describes some limitations of CR and difficulties facing practitioners who might want to adopt a CR perspective in critical global praxis.
