Combining elements of critical ethnography (Madison 2011) with perspectives borrowed from the field of governmentality research (Lemke 2007; Rose 1999), this chapter examines and evidences the prevalence of specific forms of expert administration considered to be operationally necessary to performing school governance. Furthermore, it considers the effects of these calculative rationalities and technologies, namely the creation of forms of epistemic injustice that include restricting school governance work to the knowledge claims of certain authorities and actors
