The purpose of this paper is to understand and learn from the collisions between the underlying assumptions embedded in UNESCO’s ICT Competency Standards for Teachers policy framework and the realities that face a deep rural Afrocentric community in South Africa. A critical theoretical underpinning is put forward which also constitutes the departing values and thinking pursued by a team of academics who, in collaboration with local community visionaries, facilitates ongoing ICT initiatives in the community. The author aims to contribute to ongoing ICT for development discourses by representing an African voice for international ICT policy frameworks. Consequently, compelling issues for further research scrutiny are highlighted, including several examples and practical guidelines for international ICT policy formulation and implementation in deep rural Afrocentric context.