This article is based on research in an ongoing ethnographic investigation of schooling in a multiethnic, multiracial school on the outskirts of a major Swedish conurbation in an area of multidimensional poverty. First, it analyses the use of an individuating, visible pedagogy, which contains a large number of routines that are designed and intended to improve the performances and behaviour of pupils in the school. Secondly, it analyses the subjective responses of the pupils to this pedagogy. Hidden forms of resistance to the main intentions of the pedagogy are presented and discussed.