Stemming from my article entitled, "Teachers and the Policy Reform Agenda: What is Policy?," this article refers to the changing landscape of educational policy analysis. Policy influences the nature of teaching and learning and if teachers are to re-centre teachers' voices and combat the neo-liberal agenda underpinning public education, they must construct their own understandings of policy from personal, political and professional standpoints. However, these processes require a certain level of understanding and skill in manipulating the policy process. They must also realize that teachers' voices have the potential to challenge dominant ideologies of power, participation, and development in the effort to transform oppressive reality (Kumashiro, 2008). With this view in mind, the purpose of this article is to illustrate the manner in which policy theorists have shifted their emphasis from macro level analyses to micro level analyses. These shifts shed more light on the manner in which present educational policies, for example, performance management, are being analysed. This serves as an inquiry base for teachers to engage in micro level analyses of policies. After all, teachers "can make or break policy" (Parsons, 1995, p. 263).