Abstract
As part of the 25th anniversary of TRSE, 1 revisit the arguments made in this journal during the 1970s. My interest, as earlier, is in curriculum and the educational sciences as social and political practices, but I reposition the problem to examine the knowledge (systems of reason) as governing practices. Governing, drawing on post-modern theories, focuses on how political rationalities are brought into individual rules for action and participation. Power, from this perspective, is concerned with how knowledge disciplines and produces action. Pedagogy and research are governing practices. They function to socially administer the inner sensitivities and dispositions (the soul!) of the child. The concept of power as governing provides a way to rethink the principles for social policy related to inclusion/exclusion and curriculum, particularly the alchemy that occurs as the systems of reason of social science and history are brought from the spaces in which social sciences and history are practiced into the instructional spaces of schools.
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