21st century mobilities across and within Northern and Southern places and spaces call for according visibility to the global circulation of discourses with the specific intent of (re)viewing conceptual “webs-of-understandings” that mark and perpetuate the continuing naturalization of North-centric hegemonies on the one hand and enabling ways of widening dialogical apertures in the Educational Sciences on the other hand. This paper offers analytical reflections vis-à-vis recent (re)discoveries of the performative dimensions of “languaging” in North-centric places, highlighting how these conceptualizations appropriate what is “normal diversity” and “normal languaging” in Southern places while continuing to exclude South-centric conceptual framings. It also calls attention to the compartmentalized disciplinary domains in which these discussions take place. Such theorizing can be understood as a Second Wave of Southern Perspectives that center-stages identity-diversity and linguistic-diversity across Northern and Southern places and spaces, highlighting the need to globalize dialogues within the Educational Sciences and Language Studies. Inspired by a more overarching “turn towards turns” (Bagga-Gupta 2019) in general, and a linguistic-, boundary- and decolonial-turn more specifically, this paper thus center-stages issues related to the need for destabilizing North-centric knowledge regimes and 1 engaging analytically with global-centric alternative epistemologies where Southern framings and scholarship are brought into conversations. Here challenges of researching children and adults’ trajectories across institutional settings in the 21st century appear to be imprisoned in 20 th century educational conceptual framings.