The author discusses the need to globalize the communication curriculum in response to the new cultural environment in which students are being educated. He argues that globalization is not just about including more international contexts or producing more textbooks outside the US, but rather about responding to the new cultural conditions that have emerged due to the global proliferation of media images. He references the work of scholars like Anthony Giddens, Sut Jhally, and Ian Angus, who argue that the media has become a central part of modern life, and that the distinction between images and reality is no longer clear. He also notes that students are increasingly aware of the media's influence on their lives and are seeking to gain control over it. The author draws on his experience in Singapore, where mass communication has become a popular subject, and where students are deeply engaged with the media. He suggests that the curriculum should respond to this situation by encouraging self-reflexive contextualization, and by helping students gain critical distance from the media. He also notes that the global cultural environment is complex and full of ironies, and that students are being asked to prepare for a global enterprise, rather than a simple global village. The author concludes that the curriculum should respond to the anxiety of control by encouraging students to think critically about the media and their role in it.The author discusses the need to globalize the communication curriculum in response to the new cultural environment in which students are being educated. He argues that globalization is not just about including more international contexts or producing more textbooks outside the US, but rather about responding to the new cultural conditions that have emerged due to the global proliferation of media images. He references the work of scholars like Anthony Giddens, Sut Jhally, and Ian Angus, who argue that the media has become a central part of modern life, and that the distinction between images and reality is no longer clear. He also notes that students are increasingly aware of the media's influence on their lives and are seeking to gain control over it. The author draws on his experience in Singapore, where mass communication has become a popular subject, and where students are deeply engaged with the media. He suggests that the curriculum should respond to this situation by encouraging self-reflexive contextualization, and by helping students gain critical distance from the media. He also notes that the global cultural environment is complex and full of ironies, and that students are being asked to prepare for a global enterprise, rather than a simple global village. The author concludes that the curriculum should respond to the anxiety of control by encouraging students to think critically about the media and their role in it.