This chapter explores the postdigital condition as a site of epistemic struggle, where digital technologies are deeply entangled with histories of coloniality, power, and exclusion. Moving beyond deterministic and tokenistic narratives, I argue that postdigital education must critically engage with epistemic justice, recognising how knowledge systems are shaped by sociotechnical entanglements and historical inequities. Drawing on postcolonial critique, I examine how epistemic violence operates in digital spaces, marginalising certain ways of knowing while privileging Eurocentric epistemologies. Using pharmakon as a conceptual lens, I highlight the paradoxical role of digital technologies as both instruments of oppression and potential tools for transformation. The notion of haunted futures serves as a call to confront the spectral legacies of colonialism embedded in postdigital education. Central to this reimagining is solidarity as praxis and ethic that fosters collective resistance against structural injustices. The chapter advocates for a postdigital imagination that moves beyond abstract inclusion, demanding transformative action towards more equitable, plural, and just educational futures.