ABSTRACT
In this chapter, the author proposes a relatively simple premise: that education research, through both meaning and matter, has played a deleterious role in perpetuating and refreshing colonial relationships among people, practices, and land. This is not to say this is the only purpose that educational research has performed, nor that all educational researchers are colonizers themselves. Rather, it means that logics of coloniality, which are connected to property and stratifications of society, are problematically enlivened through educational research. The author opens this chapter by making use of Jared Diamond's popular treatise of why things are the way they are to then propose an alternative stance to making meaning and effecting matter. He then carries this engagement with knowledge about learning to educational research. Environmental differences such as communicable diseases and human's domestication of animals are explored not just as singular factors but intertwined aspects of civilizations that have had relative amounts of success and strength.
