The article by Ball and Collet-Sabé presents a radical epistemological critique of the modern school, arguing that it is an "intolerable" institution designed for normalization rather than true education. Using a Foucauldian framework, the authors contend that schooling functions as a tool for governmentality and individualization, producing subjects through exclusionary binaries and rigid social categories. They urge researchers to abandon the "redemptive perspective" of mere reform, suggesting that seeking more inclusion within an inherently unequal system is a lost cause. Instead, the text advocates for a strategy of reversal, calling for the end of schooling to make room for ethical self-formation. This transition involves un-thinking traditional education to prioritize relationality, diversity, and the care of the self over institutional productivity. Ultimately, the source posits that genuine freedom requires refusing our schooled subjectivities to explore new ways of being human outside of a carceral academic architecture.