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This article explores the complex relational landscape of international partnerships where local and transnational education objectives are entangled. We present a methodological practice for experimenting with diagrams and maps. Our emphasis on spatial rendering of local/global relationality is intended to invite discussion about the postcolonial context of international education work and the geopolitics of transnational curriculum. We pursue a diagrammatic and archipelagic form of creative abstraction, which we present as a posthuman cartographic practice. To illustrate this practice, we focus on a specific international curriculum development project funded by the World Universities Network.

The results of international experience and research in the teaching and learning of mathematics, on a global level, have influenced school mathematics curriculum with the emergence of a relatively uniform mathematics curriculum, comprising an internationally accepted core of mathematical knowledge and skills (e.g. Cai & Howson, 2013). From a distance, this perspective has some footing since it regards common topics and notions as they might be presented within national curriculum documents. However, such 'zooming out' may ignore cultural factors and local conditions, including teaching practices, classroom norms, and assessment methods. These forms of variation need closer scrutiny (e.g. Hiebert et al., 2003;Guberman & Abu Amra, 2018).Considerable variations are also found when specific curriculum issues are considered. For example, within the mathematics curriculum for basic education in many countries, the topic of Statistics focuses on describing, representing, and interpreting data (e.g. Biehler et al., 2018), but there are considerable differences in how statistical content is approached, especially through the use of technology and real-world data (e.g. Ben-Zvi et al., 2018). Furthermore, the ways in which mathematical literacy or computational/algorithmic thinking are defined and included in

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