This chapter explores how learner subjectivities are discursively constructed within neoliberal, postdigital schooling, where standardized testingand digital infrastructures shape mechanized identities. It shows how students and teachers are positioned within Fordist logics of productivity and compliance, while digital shortcuts and AI tools intensify procedural learning and the circulation of knowledge. At the same time, the chapter examines reversive practices and dangerous epistemologies emerging from youth digital cultures, where alternative forms of knowing contest institutional authority and destabilize curricular orthodoxy. These dynamics reveal education as a site of struggle between mechanization, algorithmic governance, and insurgent knowledge practices that redefine what it means to learn in the postdigital age.