ABSTRACT
We have outlined a perspective on pedagogies of (dis)location that we have suggested is consistent with the conception of globalising processes with which we are working. We now move on to discuss what we wish to argue are two of the central practices that need to be developed through pedagogies as a response to, condition for, and as part of globalisation. These are the practices of mapping and translating, both of which have been referred to earlier, and are to be found in the literature of feminism, post-colonialism and cultural geography, indicating once again that there is a politics of (dis)location that is both a condition for and a result of pedagogies of (dis)location. For us, mapping and translating are central practices in, for and as a response to globalising conditions.
