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LET’S REWRITE THE HISTORY OF EDUCATION POLICY
this literature became embedded in basic pedagogical practices and orderings—the lists, sets, “tables”, streams and bands, etc.—of schooling, and in the separation of “special” from regular schooling, the demarcation of “impossible learners”. These “breaks”, both in their institutional and their minute and mundane forms, are enactments of the “breaks” in the species identified by Foucault, they are rooted in blood—both measured and spilled. They are also the precise, humane and operational bases for government, for discipline and regulation, a form of power vested in scientific truths and measurements, in pedagogies and pastoral care. Here, rather than the “humanity” of the learner as the legal limit of educational practices, education is used to define the legal limit to humanity.