In this article the author takes as a point of departure certain discursive practices employed by physicists credited with popularizing the field of quantum mechanics in order to posit the relationship between space, learning, and the perception of pedagogical realities as trans-local phenomena. More specifically, through this article the author attempts to understand how the physicist's language describing the universe and its uncertainties within a hypothetical "hyperspace" may contribute to what we commonly understand and frame as curriculum and pedagogy. The author concludes by addressing the linguistic challenges present when we attempt to frame curriculum and pedagogy as a form of transgression into both the domains of the social and the physical sciences. This move unequivocally translates into establishing an epistemological framework advancing possibilities in educational research resultant from the work that is done at the edge of one's knowledge.