From Miseducation to Innovation: Neoliberalism, Public Discourses, and Schooling Philosophies and Curriculum in Indianapolis Urban Schools

• In Event: 64.088 - Sheraton Roundtable 12 - Osgoode Ballroom
  In Roundtable Session: 64.088-4 - The Social Imaginary of Neoliberalism on the Public Discourse of Urban Education in Indianapolis

Abstract

The neoliberal rhetoric pertaining to schooling philosophies and curriculum is dominated by words and phrases like magnets, academies, early college, career ready, innovation and STEM to push a narrative of market-driven educational options that will lead to good returns on investment. In other words, the traditional neighborhood public schools are not positioned to prepare urban youth for the competition-based global economy. So, a “new” philosophy of schooling and curriculum aimed at promoting a narrative of “college for all” is the new normal in the neoliberal social imaginary. The subtext of such a narrative dismisses any notion of education for community uplift, liberation, and true democratic participation and responsibility. Instead, education is positioned as a commodity that only benefits the individual and has no bearing on social and systemic inequities rooted in the very nature of U.S. schooling. A “back to the basics” (Dyson, 2013) trend and assimilationist perspectives are valued, whereas ethnic studies and conscientization (Freire, 1970) are seen as unpatriotic.

For example, in examination of the prospectus of the Innovation Schools promoted within the Indianapolis Public Schools, there is no mention of the development of any form of an empowering curriculum for students of Color. As stated on the Indianapolis Public School website (2017),
In 2014, state legislators approved a law that enabled school districts across the state with the authority to create Innovation Network Schools. These schools are able to operate with the authority to make decisions about all aspects of their school—both academic and operational—and are held accountable by the school district for agreed upon student outcomes. The purpose of innovation schools is to allow our district—and schools within our district—the additional flexibility to make decisions based on the specific needs of a school’s student body.
In IPS, there are four pathways a school may take to become an innovation school:
• launch as a new innovation school
• launch as an innovation charter school
• restart an existing chronically underperforming school as an innovation school
• convert an existing high-performing school as an innovation school
Innovation network schools are an important part of our mission of ensuring an excellent school in every neighborhood.

The purpose of this paper is to explore public discourses around schooling philosophies and curriculum in Indianapolis urban schools. The authors focus on discourses pertaining to magnet schools, charter schools, virtual/online academies, and innovation schools and networks. Several key themes emerged from this analysis. First, there is a heavy patriarchal tone in public discourse from people outside of the targeted communities on what is best for urban students. Second, the neoliberal public discourses have co-opted the language of social justice and culturally relevant pedagogy. Such terms are used intermittently and without deep understanding of the true nature of the theories that guide such work.

Authors

• Tambra O. Jackson, Indiana University - IUPUI

• Sonya J Hicks, Indiana University - IUPUI

• Leslie K. Etienne, Indiana University - IUPUI