Raising standards and performance in education has become a mantra in policy circles all over the world. Centring on the meaning of teaching, this international anthology sheds light on how transnational education policy and curriculum reforms are transforming education. These changes inform what subject matter to teach, why it should be selected, how it should be taught, for whom it should be useful, and whose knowledge it represents. These are crucial issues, as educators worldwide face new, unforeseen challenges. The Swedish case studies in the book provide in-depth analysis of how national schooling is increasingly reconfigured by the pressures of a global knowledge economy. In particular, this anthology critically examines teaching as framed by current transnational policy discourses. It explores the processes of recontextualisation, from international educational reform movements and national curriculum reforms to teaching and learning practices in the classroom.