This paper critically analyses the neo-liberal discourse informing global education policy and practice. We use postcolonial theory to deconstruct the contexts for global educational partnerships, highlighting how issues of power and representation are central to their development and the learning that takes place within them. Teacher development through North-South study visits is one way of challenging teachers' worldviews, but these are not always effective. We argue that study visit "courses," where learning is facilitated by differently knowledgeable others, have the potential to be more effective, but only if the courses are underpinned by postcolonial theory and informed by socio-cultural pedagogy. (Contains 5 notes and 1 figure.)