Colonial schooling, technology, and the project of pacification: Reclaiming the apocalypse.
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| Title: | Colonial schooling, technology, and the project of pacification: Reclaiming the apocalypse. |
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| Authors: | Dias, Beatrice1 (AUTHOR) beadias@pitt.edu, Vaught, Sabina1 (AUTHOR) |
| Source: | Educational Philosophy & Theory. Dec2025, Vol. 57 Issue 13, p1195-1209. 15p. |
| Subject Terms: | *Instructional systems, *Human behavior, *Theory of knowledge, *Social norms, Apocalypse, Postcolonial analysis, First Nations of Canada |
| Abstract: | Colonial power is a brutal yet fragile form of domination achieved in part through controlling mechanisms of pacification. Colonial schooling works to propagate pacification through disciplinary, western technologies. Moreover, colonial schooling is forged through the ideologies of progress, normalizing the imposition and circulation of new technologies. However, the eschatological epistemology of coloniality—that is, that all things are moving toward an end, or an apocalypse—heightens the contradictions of technology in schooling. In this paper, we reframe the term apocalypse by tracing its etymological roots to apokálypsis, meaning an uncovering, disclosure, revelation. We undertake this reframing through a series of stories that surface the quotidian, scalar, affective tensions of colonial schooling. Through these stories, we consider what a technology apocalypse reveals to us regarding the pacifying motivations encoded in its infrastructure. Our analytical framework moves dialogically across Indigenous and Fanonian affective analyses. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Colonial power is a brutal yet fragile form of domination achieved in part through controlling mechanisms of pacification. Colonial schooling works to propagate pacification through disciplinary, western technologies. Moreover, colonial schooling is forged through the ideologies of progress, normalizing the imposition and circulation of new technologies. However, the eschatological epistemology of coloniality—that is, that all things are moving toward an end, or an apocalypse—heightens the contradictions of technology in schooling. In this paper, we reframe the term apocalypse by tracing its etymological roots to apokálypsis, meaning an uncovering, disclosure, revelation. We undertake this reframing through a series of stories that surface the quotidian, scalar, affective tensions of colonial schooling. Through these stories, we consider what a technology apocalypse reveals to us regarding the pacifying motivations encoded in its infrastructure. Our analytical framework moves dialogically across Indigenous and Fanonian affective analyses. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00131857 |
| DOI: | 10.1080/00131857.2025.2527235 |
