ABSTRACT
The first part of this chapter is based on an article in the Education Journal Issue 186, 2014: 13–16 with additional information acquired from two enquiries under the Freedom of Information Act. The discussion is then widened to the United States with evidence from Big Brother and the National Reading Curriculum: how ideology trumped evidence , R. L. Allington (ed.), 2002 and Whose Knowledge Counts in Government Literacy Policies? Why expertise matters, K. S. Goodman, R. C. Calfee and Y. M. Goodman (eds), 2014.
