ABSTRACT
The discourse of a neoliberal ideology founded on a notion of universal truth and the values in a Western tradition have been enshrined in a persistent colonisation of educational institutions and their practices. The post-modern epoch was no different. Global meaning has abused anthological knowledges and ecologies, forcing notions of education as pedagogy into communities which do nothing to enable flourishing but attempts to develop a form of sanctioned well-being which is counter to emancipation, self-respect and community support. This colonisation was fragmented but not reversed by post-modern ideas. Those ideas retained, for the most part, anthropogenic notions of reality and sought to harness technology as a tool in the hegemony of humanity rather than as Epstein (2012) suggests, a transformation in humanity where our being became that predicted, although not ridiculed, by Heidegger (1977) as a technological way of being. The new epoch is not post anything but rather a transformative otherness which transforms notions of self, nature and culture. It goes beyond the reshuffling of post-humanism to a reinterpretation of humanity itself. It is imaginative transmutation of postmodernism and the hidden continuity of privilege that underlies its conceptual roots.
