ABSTRACT
This chapter outlines the complex ethical and political dilemmas facing curriculum theorists and those critical educationists who remain committed to a vision of schooling that engages with issues of social equity and human rights, peace and pursuit of new transcultural strategies for addressing diversity. It describes that the events of 9/11 marked an interruption in neoliberal business as usual, and thereby opened a possibility for a shift in teaching and learning towards a 'teaching and learning beyond the nation'. There are signs that neoliberal educational governance and the new globalised political economy of education have colluded with our own well-theorised and fervent, perhaps overstated and overwritten, skepticism towards grand narratives. The chapter describes the possibility of disrupting and questioning the acritical acceptance of internationally rampant vision of schooling, teaching and learning based solely on systemic efficacy at the measurable technical production of human capital.
