Recently Australia has witnessed a revival of concern about the place of Australian literature within the school curriculum. This has occurred within a policy environment where there is increasing emphasis on Australia's place in a world economy, and on the need to encourage young people to think of themselves in a global context. These dimensions are reflected in the recently published "Australian Curriculum: English", which requires students to read texts of "enduring artistic and cultural value" that are drawn from "world and Australian literature". No indication, however, is given as to how the reading and literary interpretation that students do might meaningfully be framed by such categories. This essay asks: what saliences do the categories of the "local", the "national" and the "global" have when young people engage with literary texts? How does this impact on teachers' and students' interpretative approaches to literature? What place does a "literary" education, whether conceived in "local","national" or "global" terms, have in the twenty-first century?