摘要：We can think of school reforms whether they be local projects, national projects, or international development projects as embodying salvationthemes that join the individual's destiny to collective ideals of commitment and sacrifice of the nation. The idea of partnership is one example of a contemporary salvation theme. Salvation themes also embody a field of cultural practices that relate to social exclusion as well as inclusion. Reforms that include seemingly opposite ideological agendas--neo-liberalism introducing markets and decentralization introducing community participation--redesign the relation of the social Pact of the State in its obligations to its citizens and the Partnership through which individuals and groups in civil society participate. In the cultural practices of the school there are normalized qualities of the child and teacher that also inscribe practices of exclusion by constituting children and teachers who do not 'fit' the distinctions and dispositions of reasonable people. My purpose in this work, however, is not to demonize salvation narratives but to probe the themes of progress and rescue as a set of mentalities, whichrender algorithms for the self, family and government
