The author responds to the editors’ introduction, as well as to the articles by Queen, Dingo, and Kulbaga, emphasizing that feminists need to relate theories of rhetoric to theories of transnationalism if both areas of thought are to be useful.

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Locates postcolonial pedagogy within the context of institutional circuits of production and consumption, finding that instead of expanding the student’s experience with difference and diversity, it contains them through a managed encounter with otherness.