Today, workers based in institutions designed to serve the public—teachers, nurses, social workers, community officers, librarians, civil servants, etc.—are expected to reorganize their thoughts and practice in accordance with a "performance" management model of accountability which encourages a rigid bureaucracy, one which translates regulation and monitoring procedures into inflexible and obligatory compliance. This book shows how and why this performance model may be expected, paradoxically, to make practices less accountable—and, in the case of education, less educative.