Education systems are probably one of the best examples of a modern apparatus (or dispositif) of governance. This is because they do what apparatuses are meant to do: constitute the subjectivities necessary to exist within the apparatus itself. Using the work of French historian Michel Foucault and Italian philosopher Giorgio Agamben, I define what an apparatus is in simple terms. While apparatuses are assemblages of all things that govern—policy, material arrangements, relationships, discourses, ideologies—their quintessential feature is the subject(s) they ‘call forth’ through their entanglement with living beings. In this essay I broadly analyze the use of the concept in the edited volume Mobilizing Critical and Altruistic Science Education: Diversifying and Broadening Alliances for Ecojustice. This book adapts the concept of an apparatus (dispositif) by using principles of Bruno Latour’s Actor Network Theory to make it more operational. In the process, authors in this volume raise important questions about the usefulness of the apparatus as a critical pedagogical concept as well as considerations for classroom activism through science education. Some of these questions include: What kinds of subjectivity might a different apparatus call forth? How can students and teachers intervene in practices of subjectification? How are scientific knowledges and practices integral to the functioning of an apparatus?