This work investigates how the forces of globalization fundamentally reshape the relationship between space, place, and identity within contemporary educational practices. Richard G. Edwards and Robin Usher, both established scholars in the field of educational theory, utilize a post-structuralist framework to analyze how global economic and cultural shifts challenge traditional pedagogical models. They argue that the conventional boundaries of the classroom are dissolving, necessitating a new understanding of how knowledge is produced and consumed in a globalized society.

Experts in educational sociology frequently cite this text as a foundational contribution to the study of postmodern pedagogy. Readers often note the academic density of the prose, which requires a strong background in social theory to fully navigate the authors' complex arguments.