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Calls to attention the ways in which education has been mobilized in the service of dominant economic ideology. Looks particularly at the corporatization of Australian universities and argues that this will lead to a serious degradation of the system as a whole.

Observes that over the past two decades a body of literature on perceived differences in the management skills of men and women has emerged. Demonstrates, in a detailed examination of sex/gender differences literature, that attempts to establish differences in management style and behaviour are inconclusive. Locating the article within feminist post‐structuralism, argues that it is important to focus not on the results of the sex/gender differences literature, but on its function and effects. Feels that the sex/gender differences literature functions to construct women’s management skills and its effects are to both regulate and marginalize women in senior management.

Examines the response of the discipline of management to the problem of the underrepresentation of women in senior management. Analyses 14 leading scholarly management journals and demonstrates that the journals ignore the problem of women’s underrepresentation and that this has important consequences for women. Women are largely underrepresented as authors in management journals and, when they do publish, they do not publish on the problems of women in senior management. Moreover, the exclusion of women in management as a topic in the journals does not appear to be positively influenced by the presence of female editors or the representation of women on editorial boards. Explores the manner in which the knowledge produced by women about women in senior management in journals such as Women in Management Review works in ways that are simultaneously liberating and self‐disciplining. Concludes by posing a profound dilemma for women who, as a consistent first choice, choose to publish in “gender journals” such as Women in Management Review.

Considers the future of education in light of developments in information technology – most notably the growth of the internet – over recent years. Suggests that information technology, which has been welcomed into schools, is a “Trojan horse” which will ultimately lead to the extinction of the education system as we know it. Schools will be unable to compete with the wealth of knowledge freely available to students via sources such as the internet.