This paper considers the recent introduction of Citizenship Education in England from a governmental perspective, drawing on the later work of Foucault to offer a detailed account of the political rationalities, technologies and subjectivities implicated in contemporary education policy in the formation and governance of citizen-subjects. This is understood in terms of making citizens "governable", but importantly not unproblematically "governed". I illustrate my account with interviews with members of the Crick Advisory Group and an analysis of the Crick Report, in order to explore the discourses and practices of educational policy-making. Trends are identified in education policy research which serve to de-politicise the policy realm and narrow the scope of ethical and political consideration. I therefore make use of Derrida's poststructuralism to argue for an expanded conceptualisation of education and politics, and for further interrogation of the purpose, scope and temporal imperatives of education, in a theoretical-empirical approach which takes seriously the geography of power in education policy and practice.