ABSTRACT
This extensive chapter mounts a fulsome critique of schooling practice as a political and ideologically driven endeavour. Echoing the factory model of early twentieth-century scientific management, I present the current era as a kind of scientific management 2.0, with the learning sciences at the forefront. I position the book within the reconceptualist movement of curriculum studies begun in the 1970s and argue for the value of relational psychoanalytic understandings to move us away from technique and toward long overdue complicated conversations about schooling practice. This chapter closes the first section with a sense of urgency for the timeliness and appropriateness of the book now.
