The desire to teach in a way that acknowledges our position in the world as global citizens faces several challenges, many of which are global in nature. We identify three of these. First, there is the split between “modern” and “traditional” that can be found in a wide range of institutional and historical practices the world over. Second, there is the problem of language which has embedded within it certain historical presumptions. Third, there is the hesitancy in studio teaching to address issues that allow students to see themselves as actors in global history. What we advocate is a global critique of anti-global practices.