The Sociopolitical Context of Neoliberal Education Policy and Implications for Black Girls and Novice Principals

Session Type: Symposium

Abstract

Hegemonic neoliberal ideology drives education policy creation and enactment that is implicit in creating and reinforcing marginalizing policies and practices in K-12 public education (Apple, 2006; Apple, 2014; Pinar, 2012). Such ideologies can influence epistemology and the accepted “truths” that, in turn, influence the implementation of neoliberal, market-based policies (Popkewitz, 2000). These policies and ideologies, ultimately, impact science access, participation, and achievement for Black girls, and foster an ontology of public-school principalship that emphasizes a narrowed technocratic role while deemphasizing broader themes such as social justice and democratic values. These papers explore and discuss the impact of these policies and practices on the most important stake-holders - the student.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 7: Social Context and Structural Inequalities

Chair

• Rose M Ylimaki, University of South Carolina

Papers

• At Odds: School Choice Research and Arizona's Increasingly Neoliberal Policies and Values - Stephanie Celaya Serventi, The University of Arizona

• Who Am I? Novice Public School Principals Identity (Re)Creation and Sense-Making Amid Neoliberal Accountability Regimes - Kent Thompson, The University of Arizona

• Does Knowing Better Mean Doing Better? Instructional Leaders Supporting Black Girls in the Context of Neoliberal Science Education - Tamela Ciara Thomas, Kennesaw State University

Discussant

• Kevin Lawrence Henry, University of Wisconsin-Madison