The slogan "no education without representation" symbolised a belief in the anti-apartheid movement that without a democratic government, South Africa's people could not receive an inclusive education. Since the end of official apartheid in 1994, the education system has faced new transformative aims focused on ending racial separation and inequality. This article seeks, in three main ways, to contribute to debates over the progress made. First, post-apartheid policy is explored. Desegregation of schools and universities is seen as a key goal but is shown not to have led simplistically to inclusion. Second, three concepts of "place" are considered as analytical tools in the study of inclusion. These are shown to hold different but relevant interpretations of how "place" can influence processes of in- and exclusion. Third, the voices of students at the Universities of Cape Town and the Western Cape set out how students experience, negotiate and participate in campus in- and exclusion. Racial inequalities and divisions are seen to be reproduced as primary fault-lines of exclusion, but new class cleavages and recognition of other social differences are partly disrupting this traditional picture. The article considers the implications for both inclusive education in South Africa and wider geographical engagements. (Contains 2 figures and 6 notes.)