Despite a groundswell of evidence for transformative education, manifestos for 'transformative pedagogy for global citizenship' remain under-theorized and pay limited attention to implications for practice. This paper connects theory and practice through analyzing a curriculum development project that sought to produce a framework for 'engaged global citizens'. It considers the political and philosophical framings of the self and other, citizen and world, that underlie this empirical work, especially with reference to reflexivity, hermeneutics, democratic engagement and co-production. The resultant pedagogical framework, based upon concepts of transformative learning, attempted to undercut the homogenizing tendencies within global citizenship education (GCE). This discussion highlights the tensions and reifying effects of educational frameworks such as the Teaching Excellence Framework in the UK and the proposed framework for 'global competence' in the 2018 Programme for International Student Assessment. Evidence is presented that frameworks which attempt to make explicit educational phenomena and processes are overdetermined by efficacy and metrics that become perverse ends in themselves. While the anticipated project output here was the framework itself, the substantive output was, in fact, practical: namely the ongoing deliberation and reflection upon the discourses that both do and undo the task of locating the transformative dimension of GCE.