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Abstract
Against the backdrop of Blades’s analysis in Foucauldian terms of the failure of a particular science-technology-society reform, this review addresses four questions: (1) the problem of postmodern writing as a language of rupture; (2) the justification of science-technology-society approaches to science teaching; (3) the fruitfulness of Foucault’s explanatory framework for understanding educational change; (4) the fruitfulness of Foucault’s framework for education theory in general. It is argued that Foucault’s notion of authors who are “founders of discursivity” can form the basis of both a productive theory of educational change and also of an educational vision in which a school strives to become a community of such founders of discursivity.