Schooling has become a technology of efficiency and acculturation that privileges a specific worldview--namely that of technical and capital interests--that informs and encapsulates the totality of the schooling experience at the exclusion of other possibilities. This article discusses one way in which schooling has been commodified and one particular way to resist commodification. Marx's conception of living labor is converted into "dead labor" through the dominance of capitalist ideology and Habermas's technical interest, reducing education in schooling to an exchange of commodities. Technical interests manifest in technocratic practices of schooling reform, empirical measurement, and use value, stripping learning of its meaning and undermining the potentiality of teachers and students. Habermas's conception of emancipatory interest is offered as a potential medium for teacher resistance and subversion of the technocratic hegemony.