ABSTRACT
This chapter focuses on how segregation is produced through practices of access to, or entry into, provision. However, segregated, needs-based entitlement has also intensified discourses and practices regarding exiting. Professionals and children can exit (leave) a school and be exited (told to leave) from a school. The logic of exiting enables discourses that atomise families: the political construction of tax cuts as a societal good hollows-out and de-legitimises the social-democratic public-good value system. Segregation is premised on pre-enlightenment anxieties of how best to preserve social, economic and political structures (divine right of kings, lord of the manor and serfdom), and research is being conducted in order to modernise the presentation but does not tackle the substance of such claims. When research is combined with segregation, then all there is to discuss is tactical implementation, because the strategy is located in underlying purposes of education as reflecting ‘natural’ biopolitical distinctiveness.
