Issues related to gender equity in education have a slippery quality to them. They take shape in unpredictible ways and elude the scrutiny that less taken-for-granted concepts are placed under. As a result certain questions and issues are taken to be legitimate while others are marginalized. For example, issues related to boys' education are now valorized while persistent and well-documented concerns about some groups of girls are sidelined. In this paper, I treat gender in education as a discourse that constitutes certain effects and I use maps as metaphors to illustrate this conceptualization. Just as maps open up certain terrains while remaining silent about others, I explore the terrain opened up by gender discourses in recent years. This involves tracing what may be said about who is disadvantaged in educational discourses and what questions may be asked about the 'nature' of their disadvantage. My purpose is to identify strategic points of intervention, or tactics, by which these discourses may be destabilized, challenged and transformed.