In her article, "The Scientification of Skin Whitening and the Entrepreneurial University- Linked Corporate Scientific Officer," published in this issue, Amina Mire (2012) deconstructs the tacit investments implicit in such discourses of beauty, in particular those linked to cosmetic products that purport to fight the "war on aging" through the production and marketing of new cosmetics that claim to whiten skin color. Her article critiques the neoliberal agenda behind this technological development, implicating university-based scientists and corporate scientific officers as skin whitening cosmetics attempt legitimation through the strategic application of scientific terminology in marketing schemes. In this sense, her article represents a strong indictment of modern science and scientists' involvement in the discovery, production, and promotion of capitalist ventures, an especially disturbing development when these ventures are products that may pose health risks to the public. To understand this development, Mire turns to Foucault's work on truth and knowledge as reciprocal sides of what he calls "power." This framework of analysis explains, partially, how the cosmetics industry can and would draw on science for legitimacy, but such a turn raises complex questions about science itself and the role of school science that could be explored more fully in her article. This author believes that there are two important reasons to support Mire's resistance to the development and production of skin whitening creams: (1) many of these creams are not benign, and those containing highly toxic ingredients have been rebranded as cosmeceuticals to avoid regulation; and (2) Mire's revelation that skin whitening creams are heavily invested in a curriculum of desire for "whiteness." In her exploration of the curriculum discourse of skin whitening creams, Mire (2012) addresses many of the questions arising from a Foucauldian analysis. The key strength of her article, although not articulated, is the demonstration of the effectiveness of a Foucauldian approach in teasing out power relations enabling socioscientific issues (SSIs). This in turn reveals opportunities for informed social action. This author outlines three questions of this approach with examples from Mire's article. These questions invite an examination of a particular curriculum discourse that could be a starting point for an examination of a particular SSI by teachers. (Contains 1 note.)