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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.
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]
Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: 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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  Data: <i>Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2025
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