Care as technology for exclusion

In this article, we explore and problematise admission tests to specialist music teacher education in Sweden from a governing perspective, where higher is considered discursive practice. It illustrates how power operates legitimating the tests. The study uses stimulated recall jury members’ talk about assessing applicants for programmes, Foucault’s concept of governmentality reveal entrance as something regarded generally good all. This operating discourse built on governmental rationality processes that make it possible reach conclusions applicants’ personalities prospects learning developing future. Through care technology power, failing are excluded becoming teachers at same time they rescued struggling results discussed relation issues democratic education, ethics requirements widened access education.