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This article presents research from a school in a multicultural suburb on the outskirts of a large Swedish conurbation that used a particular pedagogy with strong classification and framing to address an identified problem of academic failure amongst its pupils. The analysis shows that the pedagogy was chosen based on an assumption that pupils needed to be 'saved' from their backgrounds and assumed characteristics of their neighbourhood and that its inhabitants were lacking positive pedagogical resources. The article indicates a disparity between these assumptions and statements made by the pupils. Moreover, it shows how the chosen pedagogy positions the pupils between two discourses that strongly affect the possibilities they have to develop as learners and participate equally in education and society in the future.

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This article is based on research in an ongoing ethnographic investigation of schooling in a multiethnic, multiracial school on the outskirts of a major Swedish conurbation in an area of multidimensional poverty. First, it analyses the use of an individuating, visible pedagogy, which contains a large number of routines that are designed and intended to improve the performances and behaviour of pupils in the school. Secondly, it analyses the subjective responses of the pupils to this pedagogy. Hidden forms of resistance to the main intentions of the pedagogy are presented and discussed.

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