This article considers some theoretical resources for resistance to neoliberalised schooling and develops principles for reimagining the common school. Whilst relevant internationally, it is situated in the particular context of England, as a global epicentre of school reform – a marketised and largely privatised system where the net of surveillance and control is tightly woven from assessment data, inspections and performance pay, and where the curriculum has been systematically divorced from young people’s life experience and concerns. To clarify the meaning of this crisis, the paper draws on some key ideas from the Marxist tradition, particularly class and alienation, situating neoliberal policy within the crises of late capitalism. The paper looks in two directions for resources to help overcome the current impasse. Firstly, it highlights the strengths of more creative and emancipatory pedagogies in earlier decades of English curriculum development, including the value of learners’ experience, vernacular language, dialogic teaching and play. Secondly it examines the northern European paradigm of curriculum construction focused on more holistic human development (Bildung), focusing particularly on the work of Wolfgang Klafki. The value of this theorisation of curriculum and pedagogy is highlighted through contrasts with the current drive towards a ‘knowledge-based curriculum’.

本文考虑了一些抵制新自由主义教育的理论资源，并提出了重新构想普通学校的原则。在国际上相关，但它作为学校改革的全球中心位于英格兰的特定背景下，这是一个市场化的，很大程度上是私有化的系统，其监视和控制的网络紧密地由评估数据，检查和绩效工资组成，并且课程已系统地脱离了年轻人的生活经验和关注点。为了阐明这场危机的含义，本文借鉴了马克思主义传统的一些关键思想，特别是阶级和异化，将新自由主义政策置于晚期资本主义危机中。本文从两个方向寻找有助于克服当前僵局的资源。首先，它强调了英语课程开发的前几十年中更具创造性和解放性的教学法的优势，包括学习者经验，白话语言，对话教学和游戏的价值。其次，它考察了北欧的课程建设范式，其重点是更全面的人类发展（Bildung），特别关注Wolfgang Klafki的工作。通过与当前的“基于知识的课程”的驱动力形成对比，突出了课程和教学法理论化的价值。