ABSTRACT
In this chapter we examine the epistemic colonial legacy in colonial institutions, curricula, pedagogies and learning processes. This picture of colonial institutions comprises an examination of a number of colonising devices: taxonomic (including the delimiting of interpretive possibilities); methodological (including the use of many common statistical devices); meta-theoretical (including the use of concepts such as prediction, averaging, probabilising, and more); cultural (excluding objects, artifacts, performances, activities that offer decategorising, transgressive, critical approaches to the status quo); and unmediated apperception. These colonising learning approaches might be called training models and they have deagentising elements.
