There is, in spite of everything, powerful learning proceeding within some classrooms, but the prevailing forces of coercion and shallow curriculae inhibit it intensely and prevent renewal.
The material factors inhibiting it, to be more precise include:
A shallow, extremely wide curriculum not emphasizing robust learning in depth
Fragmented mechanical coercive organisation of the teaching day
Fragmented subject areas containing fragmented progressions of ideas
Not enough time available for in depth exploration due to inappropriate immense demands of the shallow curriculum structure
Teachers having to teach for national summative testing
The dismantling of in-service and primary teacher education services for ideological reasons