Abstract
This introduction to the special issue “Educational Undergrowth” proposes an ecological view of educational institutions and practices, one that foregrounds the porosity of borders so that entities and institutions that can sometimes seem distinct are thought of as always entangled. The editors elaborate this ecological view by drawing on theories of coloniality, especially the work of Sylvia Wynter (and her human/Man distinction) and Stefano Harney and Fred Moten (in The Undercommons). In this framing, the university appears as a specific, but not isolated, part of a colonial ecology structured around producing Man. This allows both for critical accounts of how coloniality shapes institutions such as schools and universities, always in relation to many other institutions and sites, and for speculative experiments in queer, decolonial, abolitionist education. The introduction intervenes in contemporary leftist debates about the university in particular and education more generally by offering a way of attuning to critical, abolitionist, and decolonial projects as specific but intraactive outgrowths of the colonial ecology and myriad disruptive projects (happening both in and outside of institutionalized schools). On the one hand, educational undergrowth accounts for how resources circulate unevenly in the colonial ecology so that the “growth” of some people, institutions, and projects is possible only because others are deprived, defunded, and disinvited. On the other hand, it draws on affect theory, new materialisms, and work in decolonial and critical ethnic studies to valorize otherwise marginal, bewildering, errant educational encounters that are always taking place in the undergrowth of the university.
Critical Ethnic Studies