In modern education, inequalities are assumed to be reduced by a redistribution of knowledge between the affluent and able on one side, and the poor and unable on the other. This article investigates ways in which the distribution of futures becomes naturalized in everyday school practices where equality is perceived as a goal rather than a starting point. The investigation draws on notions of governmentality and partition of the sensible, to analyze ethnographic material. The findings are thematized as discourses of inclusion and as "investmentality"--attitudes assumed and explained to the subjects involved.