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Accelerationism is a theoretical movement that seeks to mobilise reason and technological development as a strategy for moving beyond capitalism. The first wave of accelerationism took the effects of capitalism at their most pernicious and suggested that they have not gone far enough. More recent work has complicated this project and explored political, epistemic and aesthetic accelerations. The central push to accelerate, and therefore to manifestly alter time, has consequences in terms of how one understands temporality in education. This article outlines the development of accelerationism and examines whether this theoretical movement can aid critical analysis of the growing presence in education of commercial technology providers, new modes of data analytics, and the application of machine learning algorithms to analyse data. These developments provide a useful example in relation to which a critical question can be asked: is it possible to accelerate technological development in education separate from its capitalist development?

This paper examines the re-articulation of social justice as equity in schooling policy through national and global testing and data infrastructures. It focuses on the Australian National Assessment Program--Literacy and Numeracy (NAPLAN) and the OECD's Programme for International Student Assessment (PISA). We analyse the discursive reconstitution of social justice as equity in Australian and OECD policy, and analyse NAPLAN and PISA as technologies of governance that re-articulate equity as a measure of performance. These re-articulations are set against the extension of neo-social economistic rationalities to all domains of life and the topological production of new spaces of policy and power.