Abstract

ABSTRACTHow self-evident is a colonial rationality today? This paper begins by tracing a ‘text trajectory’ about nineteenth century imperialism and colonialism through several educational spaces: curricular guidelines, textbook, teachers’ reflections on history education, material discursive classroom interactions and pupils’ communication about the topic. In a first step, we observe how entrenched and common sensical a great-power discourse about imperialism and colonialism is in current educational practices. We suggest that pupils ‘hyperstate’ a discursive position on colonialism which appears shocking when stated explicitly, but which is already subtly entextualised in curricular and media discourse. However, in a second step, the analysis orients to the molecular lines and foldings, the unexpected intra-connections and unplanned ‘lines of flight’. In this way, the apparent stability of the colonial rationality begins to wobble. The memory practices enacted by pupils, curricula, teachers, authors and the material affordances of textbooks repeat entrenched colonial hierarchies and racisms, ‘and also’ exceed any overly simple understanding of how colonial rationality plays out in contemporary discourse.