Child is excluded from full participation in schooling in a post-Apartheid South African context, where the dominant mode of education remains transmission based due to brutal Apartheid policies and enduring coloniality. Through the exclusion of children as unable to contribute politically and pedagogically or to make determinations about how schools could work or even what the im/possibilities could be, children are framed as deficit in terms of expectations around what they are capable of bringing, being, embodying, contributing to and creating in all forms of schooling. This has direct implications for inclusive education policies and practices in South Africa. This chapter will contest this view of children in South Africa and beyond, engaging in a reframing of the inclusion of the child in school by drawing on critical posthumanism as a conceptual and theoretical framework. I argue that children matter and are excluded from mattering as the accepted ‘excluded other’ in schooling.