What can we learn about Africa from textbooks, and where does this knowledge originate? This study locates textbook production at the intersection of societal discourse and practice, and analyses textbook knowledge in the context of its production conditions as well as debates within society. Focusing particularly on textbook production, Müller’s study critically questions the common assumption that textbooks are produced in a top-down model and calls for this premise to be relativised. It also shows how many different actors contend to define knowledge about Africa within the education sector. Ultimately, this book traces the spectrum of what is considered utterable in regard to knowledge about Africa and shows how certain knowledge corpora have become prominent and others marginalised.