ABSTRACT
Part I is more expository and exploratory. Marshall considers the question of the implementation of the Foucauldian perspective for the work of historians of education, although he notes Foucault's project is normally seen as anti-history. Foucault stresses discontinuity, complexity, and circumstance and shows little interest in causality. He writes against rather than within the canons of historical scholarships. Marshall also indicates Foucault's debt to Nietzsche. Hoskin's chapter goes in search of the elusive link between power and knowledge, the meaning of the hyphen that joins them. Following the clues in various Foucault texts, he finds the solution, the principle of coherence, in the examination, or more generally in that which is 'the educational' in different epochs.
