Neo-institutionalist theory of global "isomorphism", or so-called World Culture Theory (WCT), has been much debated in comparative education. One notable feature of the debate is that the vast majority of its participants belong to a handful of closely knit comparative education communities. Ironically enough then, a debate that fundamentally concerns the globalisation of education has hardly been "globalised", with virtually no comparative scholars participating from "other" comparative education societies. Clearly, there is a need to critically engage with WCT by explicitly drawing on "other" intellectual traditions of comparative educations. To this aim, I first discuss the critical methodological insights and underlying epistemic standpoint of Japanese comparative education scholars. I then employ their arguments as a starting point for my subsequent post-colonial critique of WCT and the WCT debate. Overall, this study illuminates the hitherto unacknowledged "epistemic ignorance" of the on-going WCT debate in the English-language, "paradigmatic" comparative education realm and suggests a way to move beyond this provinciality.