As integration was enacted under federal mandate in Georgia in 1969, a number of parallel curricular changes were made. This paper examines those changes and the accompanying discursive practices that were produced in the context of school integration. Using a postmodern conception of power and the tactics of power based on the writing of Michel Foucault, it is argued that desegregation was not accomplished: segregation was simply reinvested in a more diffuse and subtle form within the public school system. The postmodern conception of power as a complex web operating around and through all social relations is illustrated in the changes that replaced segregation through isolation with segregation through curriculum change. The panopticon, the prison structure in which prisoners were in full view of the supervisor but could not see each other, serves as a metaphor for the redistribution of power throughout the parts of institutions. The experiences in the Bulloch County schools demonstrate the tracking of students and inequitable treatment of black faculty, and those actions served to perpetuate the old order through ability grouping that became segregation. (SLD)