One of the outcomes of the "Bradley Report" (Bradley et al. 2008) is that Australian universities have a new incentive to enrol students from low socio-economic status. Consequently, a flurry of interest is growing around knowledge concerning the targeting, recruitment and retention of low socio-economic status (SES) students. Working class people in general, and low SES students in particular, are no more or less intelligent than anyone else. In their under-representation at universities, however, low SES students are sometimes wrongly positioned as intellectually deficient (Kadi 1996). The problem in extending the opportunities higher education affords to under-represented groups lies not in low SES students themselves, but in the social relations that produce them as such. Looking for the first and most influential point of intervention is like looking for the beginning of a loop. Instead, one should attend to the wisdom and experience of those whose situation has some resonance with one's own, and build along the paths their steps have already worn. Most of all, universities should be places where class differences, along with other diverse personal and cultural identifications, can be critically productive rather than shaming and exclusive. And this has to start, both inside and beyond the classroom, now.