“…In seeking to understand why the 'German Foucault' did not travel to Anglophone geography, this paper resonates with ongoing debates about the uneven power geometries of academic knowledge production in human geography and the personal and institutional dilemmas that non-Anglophone geographers face around questions where to publish, which theories to engage with, how to write and what topics or cases to select for study (Aalbers and Rossi, 2007;Best, 2016;Hannah, 2016;Houssay-Holzschuch and Milhaud, 2013;Houssay-Holzschuch, 2020;Kitchin, 2005;Korf et al, 2013;Minca, 2000Minca, , 2013Paasi, 2005;Rossi, 2008;Schlottmann and Hannah, 2016). More specifically, J€ ons and Freytag (2016: 4) identify two conditions of possibility for the flow of knowledge and ideas across linguistic boundaries: first, the work of 'boundary spanners', who 'facilitate knowledge transfer', and second, the willingness of academic peers to engage with ideas outside of their usual school of thought.…”