The article discusses the issue of how to represent teachers' stories and narratives in the arena of performance management. It is argued that at a time when "teachers" voices are being enthusiastically pursued and promoted, teachers' work is being technisized and narrowed" (Goodson, 1998). Arguably, teachers' knowledge regarding their work processes and practices is being neglected resulting in teachers' stories "becoming less and less promising as a focus of research and reflection" (Goodson, 1998). Within this context, "stories and narratives therefore, can form an unintended coalition with those forces which would divorce the teacher from knowledge of political and micro-political perspectives, from theory and from broader cognitive maps of influence and power. Hence new modalities using teachers' stories and narratives as a starting point need to embrace wider historical and political discourses" (Goodson, 1988, pp. 111-117). To this end, teachers' voices must be represented in a manner that values their understanding and thinking in relation to performance management, and for critically examining and challenging dominant narratives and discourses of performance management and teachers' work.