ABSTRACT
In this book I have considered the shape and nature of education in the contemporary moment and explored a series of analytical tools and forms of politics that might be useful for understanding and intervening in the unjust processes of education. As I have done this I have considered the politics of school knowledge and examined attempts to intervene in and unsettle this. I have examined the ways that students and educators are made inside schools and the implications of these processes. I have explored educators’ attempts to deploy political pedagogies on a small scale in the everyday of school and classroom life. I have investigated the place of feelings in schooling and how these are relevant for radical education politics and their enactment. And I have looked for schools, classrooms, teachers and pedagogies that might disrupt the exclusions created by the business as usual of schooling. In this final chapter I draw these threads together in order to begin to map some of the possible terrains that political pedagogies might act on and consider the potential of these tactics to cause school trouble.
