Study names what happens when knowledge refuses settlement into disciplinary containers, when reading together across difference becomes not some reconciliatory gesture toward consensus but rather the ongoing work of learning how to think alongside opacity (that which resists capture, translation, administrative legibility), when the very scene of pedagogy must be reckoned with in its foundational violences—the paidagōgos who in ancient Greece accompanied children to school being, etymologically and historically, the enslaved attendant who managed bodies in space, enforced hierarchies through quotidian practice, made the educational relation inseparable from racialized subjugation, such that any critical pedagogy worthy of the name has to begin not from perfecting teaching techniques but from wrestling with how the classroom itself operates as apparatus, how knowledge transmission reproduces or refuses the social relations it inherits, how collective intellectual work might be invented rather than merely inherited from institutional forms designed always to extract and contain rather than to sustain and proliferate thought that doesn't resolve into marketable expertise.