Yet I want to end this chapter by suggesting that perhaps the ultimate fantasy of education in these films, and in popular culture, is that learn-ing itself has a predictable narrative arc or sequential chronology, that it takes place across normate time, across campuses that we will always be at home in, or will always be recognizable to us— and that this narra-tive somehow makes us all more able (even slowly, through the gradual progression of “positive eugenics”). Instead of seeing education as a pro-cess of accumulation and realization, transfer, continuity, coherence, or progression, maybe it is a process of recursion, forgetting, simultaneity, regression, chaos. My hope is that we can refocus on the failures and refusals sometimes driving, sometimes ghosting, these films. This chap-ter itself is a montage, a supercut, a dream sequence, a series of flash-backs, and at a certain point this is how we all experience any film— or any learning.

— Academic Ableism by Jay T Dolmage (Page 181)