Abstract
This article comments on international consequences of performativity cultures and curriculum standardization, focusing particularly on the situation in England. It highlights the divide between youth culture and school learning, and the particular damage for poorer students. It argues the impact of the English performativity regime on teacher morale and learner engagement, the negative effects of `workforce remodelling' and the problems arising from incoherent inclusion policies. Despite the problems caused by the policy regime, the article ends by highlighting innovative schools which have been courageous enough to swim against the tide.