The papers in this special issue on the spaces of pedagogy speak to the failures of neoliberal thinking when applied to education. Their pedagogical critique of neoliberalism contributes to a considerable body of work focused on challenging the driving discourses of education (or more accurately, school) systems. The source of the tensions between four decades of policy-supported educational marketization and the accompanying objections, rejections and warnings, require careful questioning in terms of what the very debate reveals about education, learning, school, pedagogy and so on. In this paper, these questions are asked in relation to neoliberal thinking about indigeneity, knowledge and the individual. The idea of what to do, how to approach things differently, draws together these critiques of neoliberalism in higher education. The purpose of this paper is to amplify the collective critique of neoliberalism. Analyses and challenges to educational relationships that deploy neoliberal thinking are positioned to keep in question the nature and purpose of neoliberalism.