This book explores, and problematizes, what it means to be 'critical' in education research. Drawing together chapters from diverse global perspectives, this volume aims to stimulate dialogue about possible meanings of criticality in education research. In doing so, they question why criticality has become such an essential part of education, and what researchers expect of it. The book opens up and contests some of the deficiencies of criticality in education research: ultimately it is not a global term, but often creates a false binary between East and West. Offering an alternative trajectory to educational narratives surrounding criticality, this book will be of interest and value to scholars of critical pedagogy and comparative education.