Abstract
This paper draws on European and US critical (mathematics) education traditions to argue that the mathematics curriculum in England is in urgent need of reconceptualisation if a more engaging and socially just mathematics education is to be offered to young people in the future. Throughout the history of state schooling in England there have been competing agendas for school mathematics and its sacred position as the gatekeeper to many education, employment and life opportunities is now firmly established. A brief history and critique of the curriculum leads to consideration of the current and alternative curriculum drivers. I argue that more radical traditions including criticalmathematical literacy, mathematics for social justice, general (citizenship) education or allgemeinbildung should be central to a thorough rethink of the mathematics curriculum in England.
