This paper aims to interrogate the alleged new-century 'information' and 'globalisation' turns in the light of their possible implications for translation studies and, particularly, translators themselves and translator education. The much celebrated paradigmatic shift to student-centred, lifelong learning and distance education is often wedded with highly optimistic confidence in the potential of Information and communications Technology (ICT) tools for translators and their training, among others, and the enhanced possibilities of a globalised market.This stands in sharp contrast with recurrent present-day images of an education in permanent crisis, yesterday's staunch reluctance to incorporate computer aids (especially machine translation) into translation, and the tireless resistance of new social movements to the 'evils' of increasing globalisation and capitalism. So what is the 'real', or 'hyperreal', significance of all these phenomena for the profession and the professionals involved - practitioners, teachers and would-be professionals (students or trainees)? [Source: BITRA]