Taking the problem of fragmentation of knowledge within contemporary hegemonic knowledge regimes as a point of departure, this paper offers an undisciplinary mobile gaze and makes visible the workings of naming people and naming language in Swedish educational spaces. It talks with mainstream notions regarding human diversity and communication by aligning with scholarship that talks back by troubling naturalizations regarding knowing and learning generally, and what it means to be human more specifically. The aim of the paper is to highlight the need to interrogate how educational research itself perpetuates a hegemonic recycling of problematic and reductionist concepts vis-à-vis human diversity and communication. This talking with and talking back constitutes a delicate balancing act wherein engagement with alternative global epistemologies, rather than global-North naturalized points of departure are critical. Drawing traction from ongoing discussions on decolonizing scholarship, this paper talks with the ways in which taken-for-grantedness regarding a “linguistic order of things” shapes education and thereby troubles the status quo. It explicitly draws attention to a Second Wave of Southern Perspectives (SWaSP) framing whose tenets build on two theoretical clusters of relevance to issues of human diversity and communication, including the complicity of scholarship in making visible/invisible multiple knowledges regarding the same. The paper argues for going beyond programmatic theoretical and methodological stances and juxtaposes three telling examples from across time to illustrate its agenda. By taking an undisciplinary stance, mainstream epistemological rules can be recognized as timespace creations that can be transgressed in the knowledge production enterprise.