This chapter begins with a critique of post/pedagogy, charging it with being both incoherent and unsustainable. This leads into an examination of the educational possibilities opened up by the post-modern philosophy of alterity: it is suggested that a 'border pedagogy' grounded in a concern for the other has a significant role to play in contemporary attempts to re-envisage education in the wake of the demise of the project of modernity. Border pedagogy 'emphasizes the nonsynchronous relationship between one's social position and the multiple ways in which culture is constructed and read'. An education that assumes a monolithic relationship between a pre-selected dominant cultural code and the subjectivity of the student will result only in a pedagogy of domination and oppression. The implementation of the programme of post/pedagogy would simply induct children into a narrowly conceived and non-negotiable anti-realistic world-order.