This presentation sets forth a critical, cross-cultural pedagogical response to the transnational politics of containment, as an historically persistent socio-cultural organizing principle. The aim is to explore and challenge, through school-based practice, the ways containment serves to selectively sustain the status quo of privilege, advantage, and distinction for some, while “containing” — or keeping comfortably separate — the oppression and marginalization of others. This unjust politics is especially apparent in the schooling of the Roma/Gypsies of Europe, but it also occurs on the other side of the Atlantic, in the education of poor ethnic-minority communities of the U.S., as well as in developing communities throughout the geopolitical South. A three-part pedagogical approach is proposed as a resource for educators who seek to develop, with students and community members of diverse socio-cultural backgrounds, a critical, glocal consciousness capable not only of detecting and questioning the legitimating discourses of containment, but also of channeling that awareness through action-research projects aimed at disrupting and contesting this global force.