In this article, I employ Jacques Rancière's conception of an explicative order to explore how the World Bank contributes to the global project of educational neocolonialism. I argue that the Bank operates as a Master Explicator who taps into students' "inability" to learn by themselves. It explicates concepts such as "development" and "educational reform" as if the so-called Third World is unable to identify and solve its own problems. I also discuss how the Bank's self-described role as a knowledge bank is based on biased notions of research knowledge and evidence-based practice. In the name of objectivity, the Bank promotes particular kinds of knowledge, which steer educational policies and reforms towards neoliberal capitalism. I conclude the article with some implications that Rancière's conception of emancipation and equality may provide for imagining alternative futures.