This paper reflects on the transnational research experience of mutually analysing the reconfigurations of educational work in their transnational and transdisciplinary dimensions. This approach of theorizing educational boundary work aims at understanding the extensions of teaching and learning to be observed around the globe (1); and results from a mutual process of reflecting and sharing knowledge in a transnational community of researchers (2). I will contrast these experiences with an analysis of the discourse on boundary work in education currently led in German adult and further education (Kade 2002; Kade/Seitter 2007). Here “Entgrenzung” – “de-boundarying” or “unlimiting” - is the prominent term, often applied to frame the space for education on a territory increasingly dominated by economic paradigms (Ludwig 2004).. Based on a contrasting analysis of the concept of “Entgrenzung” and “boundary work” I will argue that educational work is not only extending in time and space but is transforming the concept of subjectivity. Differing concepts of the relation between structure and agency are expressed by national languages. What speaks to us? What needs translation and what are the rules in this translation process are some of the challenges of a transnational process of theory building, that will be discussed.