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This paper draws on interview data with teachers in academies in England to highlight the performatively-oriented pressure and authoritarian constraints that are placed upon teachers in certain schools.

Specifically, I identify three ethical risks to the professional identities of teachers arising from the current policy context, which I characterise as complicity, containment and conventionality. In response, I suggest that as educators, we need to articulate new, expansive conceptual vocabularies; such work will not ‘fix’ education but may offer resources for resisting ethical colonisation by the neoliberal-neoconservative nexus.