This article looks through the lens of the gendered politics of historical writing at the main forms and direction of scholarship on gender in "History of Education" since its publication. It discusses how social, women's, feminist and gender history has been treated in the journal and how developing approaches around the body, space, materiality, and the construction of the archive, are informing the production of new knowledge around gender. The article argues that "History of Education" has contributed to ways in which gender has been imagined in historical reconstruction and analysis. As the gendered politics of history has been treated in the journal, gender analysis has contributed to the development of history of education as discipline. The article concludes that in re-writing and re-theorising traditional educational history, the radical openness of the future of gender analysis lies in the continuing transformation of gender analysis itself. (Contains 77 footnotes.)