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Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next. We can choose to walk through it, dragging the carcasses of our prejudice and hatred, our avarice, our data banks and dead ideas, our dead rivers and smoky skies behind us. Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it.

This qualitative study compares the experiences of Kenyan and Victorian secondary school Physical Education teachers with the aim of discovering what they can learn from each other. Through in-depth interviews with four experienced PE teachers; two each from Kenya and Victoria, and using phenomenological research methods, the study sought to gain an understanding of the teachers’ experiences in relation to curriculum, pedagogy and administration of PE programmes in their secondary schools. From these experiences the study identified the challenges faced by teachers in both Kenya and Victoria. There is a lot that PE teachers can learn from each other in matters concerning curriculum time allocation, class sizes, teachers’ professional affiliation, examination and assessment, school sport, and use of technology, among others. Knowledge and understanding of these experiences may be of great help not only to teachers but also to education officials, curriculum planners and school boards.Keywords: Physical Education, challenges, teaching, Kenya, Australia.