Digital colonization and our technofeudal future: Examining the social relations of production in teaching and learning

We explore a post-digital and post-civics reality in education through the lenses of digital colonization and technofeudalism. As technology permeates every aspect of life, it is important to understand the more complex realities behind platformization and digital labor in society and in the classroom. We propose that this nebulous space is ripe for decolonial efforts and nuancing conversations about civics, digital citizenship, and the larger global impacts of technological expansionism. We suggest using Fregoso Bailon and De Lissovoy’s (2019) framework for creating an epistemically insurgent curriculum as a starting point for cultivating a moral grammar around colonization, digital colonization, and decolonial movements.