“…This scenario can be positioned within a larger global movement of neoliberal educational policymaking that privileges performativity and metrification through large-scale testing, one-size-fits-all curricula, national and international standardisation and compliance-driven school inspections (Apple, 2007;Ball et al, 2012;Gandolfi & Mills, 2023), instead of an education grounded on notions such as social justice, critical thinking, emancipation, participation, etc. As argued by other colleagues in the wider field of education and policymaking, this landscape is intertwined with authoritarian and neoconservative policy discourses (Clarke, 2023;Unsworth et al, 2023)-as recently seen for instance, in Brazil, 3 England and the USA 4 -which have been pushing the nature of curricular and pedagogical practices across the world against the kind socio-political and social-justice informed thinking and practices I have been arguing for here. For instance, in England, where I write from, we have recently seen the emergence of 'political impartiality' policies around curricular and pedagogical practices, culminating in the publication of a policy guidance on Political impartiality in schools in 2022 by the Department for Education (DfE, 2022).…”