This article explores historical shifts in the discourse of inclusion in the policy of Swedish Municipal Adult Education (SMAE). Drawing on Foucauldian concepts of discourse, governmentality, and subjectivity, a critical discourse analysis was conducted on the so far three existing curricula for SMAE. A positive shift in language use was established in the three historical discourses revealed in the analysis. However, the three discourses share a common feature of understanding inclusion through the perspective of 'deficit' and 'othering', as well as governing through a controlling exercise of state's power through different demands of responsibility. The findings point to the need of a new understanding of inclusion in SMAE in which diversity and individual characteristics for learning are central concepts.