Australian Educational theory has drawn largely from the authoritative metropole described by Connell in Southern Theory (2007). In this article, the perilous nature of global north/ south power relations that are embedded in research work is given consideration. Through a collaborative process, the researchers create an assemblage of poems that embody a range of voices from their respective research fields. Drawing from contexts in Australia and Aotearoa/New Zealand, these examples of southern theory fieldwork are used to problematise the notion that it is possible to simply bring the south to the centre. The geospatial politics inherent in Connell's attempt to categorise knowledge production is critiqued. The complexity of 'doing southern theory' is considered as one of many approaches to working with voices from the south.