One outcome of more than three decades of social and political transformation around the world, the result of processes broadly referred to as globalisation, has been the emergence of a complex (and at first glance, contradictory) conceptual language in the social sciences that has sought to grasp hold of these developments. Throughout the 1990s, theorists began to emphasise a world in "motion", deploying concepts like "liquid modernity" (Zygmunt Bauman) to signal rapid and profound changes at work in the social structures, relations, and spatialities of societies (Neil Brenner) that were reconfiguring state-citizen relations (Saskia Sassen). Recently, however, researchers have concentrated on the study of "borders" and "containers" as a corrective to the preoccupation with mobility, arguing it is not possible to imagine a world which is "only" borderless and de-territorialised, because the basic ordering of social groups and societies "requires" categories and compartments. This paper focuses attention on processes of bordering and ordering in contemporary education systems, suggesting that comparative educators--whose main intellectual project is to understand how (different) education processes are re/produced within and across time, space and societies--would get much greater purchase on transformations currently under way.