Critical teacher research recognises the Global Education Reform Movement as a repressive agenda that privileges reductive neo-liberalism over the emancipatory possibilities that education can offer to students. Teachers are positioned as marginalised stakeholders in the field of education and I draw on my own lived experiences and professional experiences with colleagues that are represented through five acts of Socratic dialogue and an epilogue. The epilogue joins calls for an Alternative Reform Movement in which public school allies reclaim curriculum, pedagogy, the teaching profession and our schools from the vested interest of globalised capital and its conservative political allies.