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This study is about the categorisation of people in educational settings. It is clearly positioned from the perspective of the person categorised, and is particularly concerned with the violations involved when the error components of such categorisations are made invisible. Such categorisations are important. The study establishes the centrality of the measurement of educational standards to the production and control of the individual in society, and indicates the destabilising effect ofdoi:10.14507/epaa.v6n10.1998 fatcat:sjiphi4xmbg7riqblfoljjzllq