Enthused by the invitation to bring narrative and autoethnographic data to engage critically (with) key global education policy issues, I present a rather unconventional way of scholarly writing, in which there is neither a showcase of a generic formulaic academic article nor an exclusive report of a specific research study. Instead, anchored in my original theorisation of 'multiple selves' informed by my academic and creative works, this article shapes itself through multiple conversations and interactions between me and my Inner-Voice. We engage each other and others in debates, observations and scholarly developments central to transnational academic mobility/ies -- one of the most written/talked about phenomena in global higher education. The means and mode of engagement present in the article show the importance of learning and being differently in the global education policy field and the associated knowledge production.