This paper shows how globalization has given rise to a number of new theoretical and methodological issues for doing education policy analysis linked to globalization's impact within critical social science. Critical policy analysis has always required critical "reflexivity" and awareness of the "positionality" of the policy analyst. However, as demonstrated here, both now need to be nuanced in different ways in the context of globalization. This is to ensure a deparochialized approach to education policy analysis, one which recognizes the layering of policy processes across local, national, regional, and global spaces and the globalization of many policy discourses in education. The disposition for critical education policy analysis in an era of globalization also demands that people recognize the "relationality" and "interconnectivity" of policy developments, given the contemporary rescaling of politics. This recognition is in response to the new spatial politics and interconnectivity within and across nations, evident in globalization. Critical policy analysis indicates how any given policy either supports or undermines the values of democracy, social justice, and difference, while also explicating its own imbrications in power/knowledge relationships. Beyond critique, another purpose of critical education policy analysis is to suggest how policy could be otherwise--to offer an alternative social imaginary of globalization to the neoliberal construction.