An examination of the role of ideologies from the past in shaping educational thought, action, policy and practice in the present. Takes the position that inequality is an expression of a fundamentally parasitic relationship forged during the 17th century colonial push and cemented institutionally in the early 20th century by a progressive version of social Darwinist thought known as eugenic ideology. Considered are the roles of historical disciplinary limitations, memory, and the co-optation of the language of social justice in perpetuating a racist, classist, hierarchy in education that has been bearing fruit for nearly two centuries. Warns against uncritical use of the language and framework of social justice specifically and progressivism in general
