Educational Challenge of Unraveling Ontological Security

Addresses racialized state securitization
Traces roots to colonial architectures of modern life, represented as ‘the house modernity built.’
Contemporary crises seen as external pressures, but are internal failures linked to exploitative practices.
Educational focus on imagining alternative existences as the established house begins to crumble.

Current period described as late capitalism/liberalism/modernity, marked by instability.
Crises endemic to capitalism disfavor specific populations, especially Indigenous and racialized groups.
Uncertainty fuels political and social anxieties, correlated with economic insecurity.

Three narratives identify distinct perspectives on American identity:
A: American Dream threatened by 'inferior' populations; needs to be reclaimed (e.g., Trump's "Make America Great Again").
B: Idealize the American Dream but call for inclusion and democratization ("The American Dream is Big Enough for Everyone").
C: Argues devastation was inherent from start; America was problematic from inception ("America Was Never Great").
Narrative A is dominant in media and politics, scapegoating racialized groups as threats while neglecting historical context.

Post-9/11 expansion of the national security state mirrors existing racialized structures and ideologies.
Racialized narratives rationalize surveillance, policing, and military action.

The concept drives home promises of security through entitlement to various aspects of existence, mostly benefitting white populations.
Explores how perceived crises arise from unmet expectations tied to these fantasies, damaging social cohesion.
Examples include notions of autonomy, property, and security through state and capital.

Foundation of Separability: Organizes societal categories creating hierarchies and justifies exploitation.
Walls of Humanism and Nation-State: Frame societal contracts, determining who benefits from protection and who is marginalized.
Roof of Global Capital: Capitalism maintains resource flow, framing those outside as undeserving, while hiding exploitative realities.

Signs of structural decay appear as promises of safety and security fail (e.g., economic challenges).
Promises made by the house (societal structure) may compel attempts to patch rather than rethink overall architecture.

Essential to reframe narratives in education around questioning the validity of the existing house.
Three Responses to the Crumbling House:
A: Exclusion and eradication (maintain supremacy);
B: Expansion to include and redistribute (fix or replace existing structure);
C: Radical redesign—dismantle harmful structures and imagine new configurations.
Educators must navigate between reinforcing existing myths and nurturing critical discourse about alternatives.

Transitioning from the dependence on historical promises requires radical pedagogical shifts, aiming to clean up the current mess while exploring and experimenting with new frameworks of living.
Engaging with marginalized histories offers lessons for creating more equitable futures without the dangerous certainties of the past.