The purpose of this paper is to critically reflect on two graduate international comparative education courses I taught at a mid-sized public university. Using a variety of readings and multimedia focusing on voices of international educators telling their own stories of struggle for a democratic education, these courses represent my effort to raise a "glocal" consciousness among pre-service and in-service educators. In this paper, I describe how my educational and life experiences, which include living in parts of the "global south" and "global north," influenced the global issues selected for discussion in these classes. Although there is clear evidence that the experiences I describe in these courses helped to develop a more "glocal" and critical consciousness among students, I conclude that there are always more questions to ask, stories to tell, and complexities to explore when comparing different educational approaches.