Despite increasing concerns about the politics of curriculum for certain ideologies of global citizenship, there is scant literature focusing on critical understandings of school geography in relation to global citizenship (GC). This article examines the complicit relationship between dominant discourses of GC and South Korean curriculum policy and world geography textbooks. The language of global others is analyzed via postcolonial and post-structural thinking. Four themes of modernity, dichotomization, discrimination, and objectification emerge. This article articulates the ways in which these link closely to Western discourses of GC by legitimating certain types of geographical thinking while obscuring others.