ABSTRACT
Events can be thought of as the small sequences of action composing everyday life or as something standing apart from the normal chains of action. In this latter notion resides the possibility of the radical and the revolutionary. How can it take place? In the model of contemporary schooling, young people are typically subjected to discipline, they undergo assessment and are subsequently sifted into classes based upon competitive performance in public examinations. Their examination results go a long way in determining their life chances. And the circumstances of their home and community backgrounds are highly correlated with their exam outcomes (Torrance 2006). There is a power, of course, when it makes sense, in just counting and comparing. But what then?
