This paper is about the politics of policy knowledge production. It calls for spaces to be forged to allow teachers’ voices to have centre stage in knowledge creation and production. Specifically, this paper discusses the need for alternative ways of conducting educational research so that power in research design is utilised as a capacity for change. First, the politics of knowledge production is explored. The second and most central task of this paper is to highlight the role that teachers’ knowledge can play in shaping education policy through emancipatory research practices. Overall, this paper advocates that the time has arrived for a fresh look at teachers’ participation in the production and validation of knowledge. Valuing teachers’ embodied knowledge and the unique position teachers hold within the education system, this paper is a window on the present, and suggests the direction the conversation should take in order to move education policy beyond the endless accumulation of evidence towards impactful change.

本文是关于政策知识生产的政治学。它呼吁打造空间，让教师的声音成为知识创造和生产的中心舞台。具体而言，本文讨论了开展教育研究的替代方法的必要性，以便将研究设计中的力量用作变革的能力。首先，探讨了知识生产的政治。本文的第二个也是最核心的任务是强调教师的知识可以通过解放性研究实践在制定教育政策方面发挥的作用。总的来说，本文主张现在是重新审视教师参与知识生产和验证的时候了。重视教师的具体知识和教师在教育系统中的独特地位，