Critical pedagogies are marginalized in the present common sense about teacher education. This also applies to the global South due to the co-option of conservative thought and neoliberal marketization as part of the present world capitalist system. This development creates unexpected alliances between the local and the global. However, counter-hegemonic practices of critical pedagogy make intrusions in the midst of the waves of intellectual submersions by conservative and neoliberal forces from global metropolis. In Laos there are creative examples of "critical pedagogy of place" (Gruenewald, 2003) within Master and PhD studies that challenge the mainstream global development paradigm that has entered the country in a deceptive way. In Ethiopia there are attempts to further previous practices connected to the Critical Practitioner Inquiry (CPI) concept through advanced studies at doctoral level (Dahlström & Lemma, 2008). In Namibia a new arena for critical educational struggle is about to be opened through the site-based continuous professional development (CPD) of beginner and veteran teachers. These examples of counter-hegemonic practices of critical pedagogy are contrary to mainstream practices that locate educators in a neo-colonial model where they are found deficient of certain skills and knowledge, and thus are positioned as clients that need "fixing" (Sayed, 2004, cited in Maistry,2008) Furthermore, the examples also show that hegemonic forces are sometimes possible to counteract from new positions and perspectives as a way to move forward what Connell (2007) has called southern theory.