This dissertation discusses the politicisation of educational governance in Victoria and the rhetoric of the Ministerial Paper ( 1983) devolving more authority and responsibility to school councils. The research focuses on school council involvement in curriculum review in Geelong's postprimary schools, with particular reference to two schools currently funded under the School Improvement Plan. The proposition advanced is that despite the rhetoric of change, in reality little change has occurred. The evidence produced suggests that the slogans of change have been adopted by schools, but that there has been scant relocation of power in decision making and that school councils have played little part in curriculum review. There is some evidence to indicate that innovators have used the rhetoric of reform to legitimate changes already under way and to consolidate the place of staff controlled curriculum committees in the area of curriculum review.