ABSTRACT
The possibility to imagine a society as different from what it is – that it can be organised in another way, that people can understand themselves differently and that one can take part in a societal transformation – could be one definition of political subjectivity.1 In this chapter, the starting point is Pakistan and the desire and struggle for education for children in the subaltern groups, as well as for children from lower classes. A central question is how political subjectivity can become possible for these children living outside the social and political hegemonies. The object is to discuss three different entrances into this process and the relation between them. I have named the first entrance the pedagogical way, presented by Pakistani educational researchers, teachers, organisations and activists, with a focus on the role of school and education for the emergence of political subjects. The neoliberal intervention in the Pakistani educational assemblage is the second entrance, and the third is the discursive messiness that might enables the emergence of political subjectivity.
