We could all be forgiven for ‘postmodernism fatigue’. And yet, we cannot resist postmodernism, if not for its allure then for its ubiquity, even if we eschew the label itself. The present work is premised on the assumption that postmodern precepts still circulate widely, claims of their death notwithstanding (see Peters, Tesar, and Jackson 2018), that they could be made more intentional by translation teachers and learners, and that still others remain pure potential. Kiraly (2015, 21–24) has offered a few introductory pages on the theme, as have Arrojo (1996, 2012), Torres del Rey (2002), and Varney (2008), all valuable starting points for teaching. In what follows, I do not seek to exhaust the postmodern ethos, but merely to show some connections with educational psychology and educational philosophy, and some phenomena already in evidence that may be considered postmodern (or poststructuralist). My purpose is not to label but to reflect on practice and to contribute to what Kiraly (2015, 24) calls a “still-emerging postmodern Zeitgeist.” An overarching goal along the way is to take stock of what has been articulated disparately to date, across a quarter century of pedagogical theory in this vein, and tie together aspects that remain unassimilated in Translation Studies, such as postmodern textuality and politics. In many cases, principles but not practices or procedures are on offer in the literature; I will attempt not a ‘how to’ or a syllabus but an overlay map of theory and practice.

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