Three Case Studies of the Language Used to Justify Recent Neoliberal and Neoconservative Curricular Reform

• In Event: Curriculum as Control: Who Decides?

Abstract

This paper examines the discursive practices employed by three North American governments (Florida, Alberta, Ontario) to position recent curriculum reform. Using literature on neoliberal and neoconservative theory, we designed a multiple case study that employs rhetorical analysis to study government websites, press releases, and speeches about curriculum revision. Our principal research questions were: 1.) How does the government position curriculum reform?; 2.) What are the hortological tools or practices that allow for the reforms to gain support? Our findings demonstrate how government language articulated a neoliberal and neoconservative rhetorical situation and drew on rhetorical appeals to generate public support. The paper concludes with discussion of how, when such rhetoric dominates, it precludes other curricular commitments, including democracy and community.

Authors

• Adamo Di Giovanni, University of Windsor
  Presenting Author

• Lana Parker, University of Windsor
  Presenting Author