This paper presents selected findings from a historical analysis of change in the discursive construction of social identity in UK education policy discourse from 1972-2005. My chief argument is that through its linguistic forms of self-identification the government construes educational roles, relations and responsibilities not only for itself, but also for other educational actors and wider society. More specifically, I argue that New Labour's distinctive mode of self-representation is an important element in its hegemonic project, textually manufacturing consent over its policy decisions, and helping to articulate its self-styled "enabling" model of governance. As evidence for these claims I discuss two prominent trends in New Labour's education policy rhetoric, which I characterise as "personalisation" and "managerialisation". Respectively, these relate to the discursive representation of social identity and social action.