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This book p rovokes conversations about a future where learning is not confined by the carceral logic of academic disciplinary boundaries and brick and mortar walls. From authoritarian control to surveillance, discipline, and the perpetuation of the ongoing occupation of Indigenous lands, schools are key players in maintaining the status quo of the late capitalist and neoliberal societies on the brink of extinction. The ostensibly decolonial and sovereign nature of political spaces within education, intended to foster a range of disruptive and engaging practices, has fallen short in cultivating adaptive pedagogies. Instead, this framework, characterized by an underlying individualistic and universalist essence, has contributed to the internal and external erosion of public education. While commendable efforts to reform existing schools persist, this book challenges the very foundational assumptions of present-day schooling. It calls for an array of non-disciplined alternatives to traditional habits of learning and schooling-alternatives that liberate children of all backgrounds from the confines of compulsory colonial education. There is critique of present-day schooling, but also a commitment to constructive, creative alternatives, considering speculative, non- and trans-disciplinary perspectives on pluriversal learning. This collection promises to provoke conversations about a future where learning is not confined by the carceral logic of academic disciplinary boundaries and brick and mortar walls.
