Following the line of argument of the last two chapters, we propose here a further reflexive questioning of sociology as a discipline and practice. As a discipline, it is based and rooted in the modernist Enlightenment project. We propose a critique and a destabilisation of the epistemic basis of the sociology of education using Foucault’s archaeological method, an inquiry into the history of thought. We seek to recover two epistemes different from that of modernity for use as tools for (self)reflection, critique, and reformulation. One being (ancient) matriarchal societies and the other European commons-based societies. In this way, we question and challenge the constitution of the sociology of education as a colonial practice and the modern school as the only possible mode of education. We pursue these questions further in Chapters 4 , 5 , 6 , and 7 .