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he Australian Curriculum History, like all curriculum texts, is one version of legitimate knowledge, which has been "produced out of the cultural, political, economic conflicts, tensions and compromises that organise and disorganise a people" (Apple, 1993, p.1). This presentation highlights the 'spaces' and 'places' of the curriculum as representations of particular knowledge and identities. Whose knowledge is privileged and what places and perspectives on place are positioned as significant? How do orientations to spatial markers – local, regional, national, global – seek to organise and disorganise? This paper draws on critical theory and a detailed discourse analysis of the Australian Curriculum History and accompanying professional resources. This analysis examines the way that particular perspectives and judgements about 'significance' privilege and marginalise. The document analysis is complemented by a case study of school practice that positions students as key agents in legitimating local knowledge.

In contributing to this symposium on book history, I was asked to reflect on my A Social History of Knowledge (hereafter SHK), which was published in 2000, describing how I came to write it and what has happened to the field since, and considering the question of whether I might write my essay differently if I were beginning it today. Following this, I shall devote the remainder of the article to a sketch for a future project on the history of knowledge.

Preliminary Material /Dagmar Schäfer -- Introduction /Dagmar Schäfer -- Internode /Dagmar Schäfer -- Political, Social and Economic Factors Affecting the Transmission of Technical Knowledge in Early Modern China /William T. Rowe -- Silken Strands: Making Technology Work in China /Dagmar Schäfer -- Technological Transmission in China and Europe: A Comparative View /Pamela O. Long -- Imperial Court /Dagmar Schäfer -- Picturing Yu Controlling the Flood: Technology, Ecology, and Emperorship in Northern Song China /Heping Liu -- Sympathetic Relations: Foreign Craftsmen at the Qing Court /Luo Wenhua -- Symbolic Technology Politics /Wolfgang Lefèvre -- Agora /Dagmar Schäfer -- Ceramics for Local and Global Markets: Jingdezhen's Agora of Technologies /Anne Gerritsen -- Temples, Technology, and Material Culture in Shouzhou 壽州, Anhui /Susan Naquin -- Framing European Technology in Seventeenth-Century China: Rhetorical Strategies in Jesuit Paratexts /Joachim Kurtz -- The Knowledge Agora: The Role of the Officials /Matteo Valleriani -- Scholarly Arts /Dagmar Schäfer -- Making Technology History /Martina Siebert -- The Biographer's View of Craftsmanship /Martin Hofmann -- Chinese Literati and the Transmission of Technological Knowledge: The Case of Agriculture /Francesca Bray -- Two Cultures Speaking with One Voice? Invention, Ingenuity, and Agricultural Innovation in Pre-Industrial European and Chinese Discourse /Marcus Popplow -- Chinese Dynasties /Dagmar Schäfer -- Bibliography /Dagmar Schäfer -- Index /Dagmar Schäfer.

This article focuses on 20th-century terrorist phenomena as gendered objects of knowledge produced and disseminated through history books, mass media and state institutions. By taking 1970s West German terrorism as my field of inquiry, this article will critically discuss how a bourgeois understanding of violence as fundamentally masculine has shaped the way terrorism has been represented, conceptualized and historicized thus far. I will go on to problematize the mas-culine gaze of mass media and state institutions and their tendency to objectify the terrorist. Last but not least, I will delineate how mass media and historiog-raphy of terrorism have relied on a narrative structure that pits rebellious sons and masculine daughters against figural and literal fathers, a frame that is overtly masculine and familial. In so doing I will point to blind spots in the study of 1970s terrorism, namely masculinity and the gender of state institutions. My goal is thus to show how not just individual and symbolic, but also institutional facets of the bourgeois gender order influence the way terrorism has been conceptualized and historicized thus far.