ABSTRACT
The introductory chapter to the second volume of the Flashpoint Epistemology book series presents an overlook of the overarching sociological and political themes of the volume: the aporias inherent in contemporary and historical forms of understanding of complexity in education. These themes are introduced and investigated through an example of recent braiding of cutting-edge neuroscientific discourses and digital technologies in governing classroom education, wherein they are discernible in multiple onto-epistemic flashpoints. The chapter also introduces the contents of the book chapters, which are divided into two thematic sections. The first section of the book challenges prevailing ways of perceiving and knowing in educational theory and pedagogies in relation to themes such as global threats, technology, and racialization. The second section of the book unpacks putatively “global” educational policy currents and their ways of mapping educational phenomena and sites of power.
