ABSTRACT
It would be tempting from the vantage point being sketched out so far to adopt the imagery of Foucault’s (1977) ‘docile bodies’ as an explanatory framework for analysing modes of educational policy and reform. While this line of analysis has a certain amount of appeal, there are also some decided limitations. We are more than a little troubled by the notion that teachers might be conceived of as inert or inactive-but we will proceed with the notion of docility for a moment.
