After an attempt to define knowledge and some comments on the biased, discriminating discussions in the past, the chapter draws attention to the approach of trading zones of knowledge as a basis for further argumentation of knowledge encounters. In the following, the process of travelling knowledge in the educational field will be discussed from a network theory perspective. While borrowing the notion of generative tensions by Verran (2001), the last part of the chapter uses an example from math classes in Nigeria to show the creative potential of such encounters of logic or knowledge. Then, some consequences will be discussed. The main goal of this chapter is to contribute to the decolonisation of the definition of knowledge as well as the analysis of its emergence and movement and to argue for the innovation potential through the encounter of knowledges.