Abstract
The article shows how modern subject constitutions and postcolonial relations of white dominance are systematically reproduced in school contexts. Postcolonial critique is thus revealed as an analytical strategy to focus on processes of transnationalization in schools (through internationalization and immigration). The empirical foundation of this article is formed by two qualitative research projects that show different variants of interactive and performative entanglement of school actors in colonial knowledge orders and their subjectivizing logics of production in relations of power and recognition. Two case analyses illuminate different dimensions of how racialized subjects are produced and of postcolonial orders. These different projects illustrate the multi-perspectival complexity of how structures of differences are reproduced. The article also underlines the importance of an educational perspective on the dynamics of power, recognition, and subjectification in school orders. It concludes by briefly touching on possibilities for future reflection on perspectives of knowledge within orders characterized by the dominance of one culture and their relationality.
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