With a genealogical and discourse-analytical approach to intercultural educational knowledge, Safiye Yildiz explores the historical and current intertwining of intercultural educational concepts with national discourse, foreigner pedagogy, and multiculturalism discourse. In doing so, the effects of these concepts on subjectivation and the creation of asymmetric power relations come into central focus. By addressing this gap in research, the author draws attention to how the categories of culture, cultural diversity, cultural difference, and the promotion of binary thinking structures lead to the discursive division of subjects into "Germans" and "foreigners," thereby reproducing social and political power over "migrants." The analytically grounded illumination of the relationship between intercultural knowledge and power provides insights.