ABSTRACT
This is a story that illustrates how some teachers can negotiate and begin to break free of what we (following Ball, 2003) have described as the performativity culture in which they practise. A teacher of particular interest is also the project co-ordinator in her school, and her case is worth considering at some length. Janice, the deputy head of Aspen School, a one-class entry infants school, teaching children of 5 and 6 years old, is almost painfully aware of the difficulties she faced in learning to be a LHTL teacher. Her story tells of the constraints and compromises she had to negotiate, the compromises that seemed to be forced upon her, and the questions that participation in the project threw up.
