It may seem something of a paradox that in a globalised age where notions of interdependence, interconnectedness and common destinies abound, the "local", with its diversity of cultures, languages, histories and geographies, continues to exercise a powerful grip on the human imagination. The ties that bind us have global connections but are anchored in a strong sense of locality. This paper explores the theoretical foundations of place-based education (PBE) and considers the merits and limitations of current approaches with particular reference to Australian studies. The authors argue that there is a place for PBE in schools but contend that it must be informed by a far more critical reading of the notions of "place", "identity" and "community". The implications of pursuing a critical pedagogy of place-based education are discussed with reference to curriculum, pedagogy and teacher education.