ABSTRACT
To write about globalisation and pedagogy may not seem either the most obvious or the most useful thing to do. However, at the frontier between two centurieswithin a certain Christian calendar at least-much that has been and is taken as obvious can be argued to be less the case. The reconfiguration of pedagogical practices around the globe has taken on a momentum that an earlier generation might well have considered startling and disorienting. Indeed, many still working in the education and training arenas do experience a high degree of disorientation and dislocation. With different pedagogic practices come different ways of examining them and fresh understandings as to their assumptions and implications. This only adds to feelings of dislocation as the authority and authoritativeness of particular perspectives come to be questioned. Both temporal and spatial frontiers are troubled, and this is troubling. It is the ongoing examination of those troublings that has led us to write this text and to bring together discussions of globalisation and pedagogy, a move that itself is troubling and that will no doubt trouble many.
