In science ‘content’ seems to be used to separate teaching staff from their potential to engage with the students. In humanities, whose history, whose stories, whose power is acknowledged and normalised are all highly political. In the UK Diane Reay argues that we are in an historical moment of the scholarisation of childhood – where particularly the working class then become blamed for their own lack of engagement, aspiration and success. ‘Content’ is definitely part of the problem here…