Globalisation has increased the importance of schools as a space for developing cultural understandings within students. However, how this is translated into curriculum pathways within schools remains a matter for debate. Using the context of the new Australian national curriculum, this paper argues that notions of multicultural and intercultural education need to be updated to incorporate transculturalism. It further posits that the use of geography as a school-based forum for cultural education within national curriculum frameworks has been diminished, and that its reinvigoration ultimately depends upon a reaffirmation of "place" that highlights a positive sense of difference.