“The Infinite Extent of Our Relations:” An Ecological-Cultural Analysis of Preschool Legislation

• In Event: Patients, Preschoolers, and Queer Students: Forgetting and Remembering Human Dignity in Educational Policies and Practices

Abstract

EcoJustice Education provides a theoretical framework through which to study the ways in which institutionalized values are reinforced through modern discourses. These discourses establish value hierarchies which encourage the “forgetting” of human and non-human dignity. The same discourses allow for the control of minority groups already disadvantaged in society and schools. The language and discourses within Michigan’s reform policy for at-risk preschoolers was analyzed using Fairclough’s approach to Critical Discourse Analysis. In what ways are neoliberal discourses evident in preschool reform policies? What Othering and exclusions does this document reinforce? Also, how does this document allow for the remembering of human dignity and flourishing? This paper argues that the forgetting of human dignity is reinforced through neoliberal ideologies inherent in the language and grammar structures of educational reform policies. This study encourages critical dialogue around educational policies that reinforce neoliberal ideologies and the forgetting of sustainable communities and human flourishing.

Author

• Tricia McCloskey, University of Toledo