ABSTRACT
In this chapter, the author focuses on positions concerned with the exclusionary effects of 'epistemic blindness' caused by the colonization of the imagination through education itself. Various questions about education and the expansion of imagination raise issues in relation to knowing and acting in the context of righting wrongs through education. The author then explores some of those issues through three metaphors. They are education as a vehicle for social transformation; education for 'saving children'; and education for 'cultivating humanity'. Further, the author acknowledges the difficulties of engaging in polarized orientations that embrace or reject modernity wholesale and dismiss the complexity, provisionality and contingency of different positions. The "every knowledge is an ignorance" approach requires an understanding of how knowledges are produced, how they relate to power and how they may shape subjectivities and relationships in conscious and non-conscious ways.
