Globalization is often presented to educational practitioners as a kind of fait accompli set of practices and relationships to which educators must adapt in order to ‘compete’ or maintain ‘relevance’ in contemporary society. Presented in such a way neo-liberal versions of globalization and educational reform situate localized culture often as a kind of impediment, something we must overcome or ameliorate in order for progress to be sustained and maintained. In the Malaysian example, these kinds of pressures manifest in diverse situations. From debates over university competitiveness through to arguments over language and literacy in a global world, the pressures on Malaysian educators to change their practices and reform are often presented with an implicit (though rarely stated) assumption that local culture is somehow in deficit. The argument of this paper challenges this framing and representation of globalization. I present an alternative theoretical framework through which educators can judge their practices within the discourse of globalization. I will demonstrate with reference to current Malaysian policy documents and positive examples of Malaysian reform how respecting difference and culture is framing globalization as mutual respect and recognition rather than imposed change is critical to addressing the language and culture of globalization and education. In this sense, debates about language (understood here in the broadest sense as how we communicate and in what power discourse we communicate within) and culture are ultimately arguments about recognition and respect. Neo liberal politics as an expression of an increasingly authoritarian discourse of globalization needs to be challenged by a politics and practice of cultural recognition and respect.