Аннотация:In this article, the author develops a critique of new managerialism and of its implications for the professional work of scholars and teachers. She then critiques 'evidence-based practice' as it is being developed for schools. She argues that it is only possible to make sense of the policies and practices of the evidence-based practice movement within the framework of new managerialism. She also explores some of the tensions and contradictions between managerialism and gender reform in educational contexts. She ends with a challenge to begin the work of generating the collective story through which we can dismantle the hegemony of new managerialism and engage in the transformative work that will afford us a different future.
