This article concerns the usefulness of postmodernity for illuminating change in higher education associated with the new millennium. Overarching is the notion that history is not a smooth, rational, progressive unfolding of events but a series of ruptures and fragmenting disjunctures. This article asserts that when viewed in epochal terms, the perspectives, concepts, and vocabularies of postmodernism are especially helpful in the formidable task of identifying, communicating, and understanding important aspects of our current state of flux.