Due to rising migratory flows, a diverse epistemological trend is piling up on the shores of Calais, fearlessly determined to cross the channel. This trend, called the Calais reason, threatens to break with specific Eurocentric onto-epistemological stability in the country. This chapter dissects current Scottish curriculum policy and reform’s lack of social relevance, tainting its social justice aims due to its inability to address the vast cognitive diversity that populates the nation’s classrooms. The chapter unveils the complex nature of a rich Black reason that saturates the nation. It echoes colonial critiques and offers new understandings of Scotland’s curriculum framework’s epistemicidal and eugenic vein. The chapter exfoliates the eugenic nature of the curriculum—which constitutes a lab of coloniality power matrix, and argues for the need to de-link from the current Eurocentric epistemological matrix. Finally, the chapter develops the Itinerant Curriculum Theory that offers a real possibility for challenging the aggravated abyssal nature of late coloniality and creating a path towards social and cognitive justice.