‘A Third University Is Possible’ is a groundbreaking work that delves into the intricate relationships between over 200 U.S. land grant institutions and the historical context of American settler colonialism. The author, la paperson, presents a thought-provoking exploration of how these elements intersect with contemporary university expansion. This book not only sheds light on the connections between Indian boarding schools, Black education, and missionary schools in Kenya but also draws intriguing parallels to the Department of Homeland Security and the University of California.

At the core of la paperson’s discussion is the concept of the ‘scyborg,’ described as a decolonizing agent of technological subversion. This innovative idea serves as a lens through which readers can examine the dynamics of education and technology, encouraging a reevaluation of traditional university structures. The author provides compelling insights into how language can be harnessed to reconfigure university ‘machines’ in alignment with decolonization efforts.

In the context of the Forerunners: Ideas First series, this publication stands out as a significant contribution to contemporary scholarship. The series is dedicated to the exploration of fresh ideas and the development of critical thought processes that bridge the gap between initial concepts and completed academic works. Each entry in the Forerunners series reflects a unique perspective, often drawing inspiration from notable blogs, social media discussions, conference presentations, and scholarly exchanges.

‘A Third University Is Possible’ embodies the essence of gray literature publishing, where intense thinking, speculative ideas, and transformative change converge in academic discourse. It invites readers to engage with the material in a way that challenges conventional narratives and fosters a deeper understanding of the complexities surrounding education, technology, and cultural identity.

Through its innovative approach, ‘A Third University Is Possible’ encourages readers to rethink the purpose and structure of higher education. It is not merely an academic text but a call to action for those invested in the future of education and its role in society. The connections drawn throughout the book provide a rich tapestry of ideas that are both provocative and necessary for understanding the current state of educational institutions.

In conclusion, this work is essential for anyone seeking to understand the critical intersections of education, colonial history, and technology. The insights provided by la paperson will resonate with educators, students, and scholars alike, offering new pathways for thought and action in the pursuit of a more equitable and decolonized educational landscape.