ABSTRACT

This chapter attempts to disrupt OECD's conception of a performance-based education, it explores a different way to conceive of schooling. In contrast to the OECD's value square the chapter analyzes a value square made up of money, success, evidence and competition. It also attempts to put forward a different interplay between different features as building schooling. The chapter argues how schooling should be conceived as the space where the interplay among students, teachers, curriculum and the space of not-yet is brought about. It provides Foucault in conversation with Arendt, Dewey and contemporary educational literature, thus attempting to better explain what such a dwelling in the not-yet means for schooling and education. The chapter suggests that such a work has to be translated in an ongoing, endless commitment to students' own possibilities. It outlines a framework for the enactment of this work in schooling practices.