Abstract:
This paper extends work examining the twinning of neoliberal and neoconservative discursive practices as demonstrated in recent public education curriculum reform in Ontario, Canada (Author 1, in press; Author 1, 2024), and brings it into discussion with changes to Australia’s national curriculum. While the impact of neoliberalism in various jurisdictions, including Canada (e.g., Author 1, 2024; Carpenter et al., 2012; Winton & Pollock, 2016) and Australia (e.g., Connell, 2013; Lingard, 2016) has been widely documented, recent shifts to neoliberalism and neoconservatism used in complement are less well studied. Giroux (2019) describes overlapping neoliberal and neoconservative trends as neoliberal fascism, which functions as a “mix of white nationalism and expansion of policies that benefit the rich, big corporations” (p. 27). It is important to understand this phenomenon as providing a moral rationale for the continued application of market logics to all aspects of society, often to the detriment of other educational goals. This study used rhetorical analysis to examine Ontario and Australia government speeches, press releases, and website content related to curriculum updates. The research questions were: 1.) How does the government position curriculum reform?; 2.) What rhetorical appeals does the government use to attempt to gain support from the general public? Findings show how government language established a rhetorical situation that is infused with both neoliberal and neoconservative elements. That is, these governments employed both neoliberal economic appeals and neoconservative traditional morality to rationalize curriculum changes. The educational implications are myriad, but most concerningly, the findings reveal how this approach provides moral cover for continued economic education reform and diminishes opportunities for education to serve a diverse and inclusive range of social justice initiatives.
References
Author 1. (2024).
Author 1. (in press).
Carpenter, S., Weber, N., & Schugurensky, D. (2012). Views from the blackboard: Neoliberal education reforms and the practice of teaching in Ontario, Canada. Globalisation, Societies and Education, 10(2), 145-161.
Connell, R. (2013). The neoliberal cascade and education: An essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99-112.
Giroux, H. A. (2019). Neoliberalism and the weaponising of language and education. Race & Class, 61(1), 26-45.
Lingard, B. (2016). Think tanks,‘policy experts’ and ‘ideas for’education policy making in Australia. The Australian Educational Researcher, 43, 15-33.
Winton, S., & Pollock, K. (2016). Meanings of success and successful leadership in Ontario, Canada, in neo-liberal times. Journal of Educational Administration and History, 48(1),19-34.
References
Author 1. (2024).
Author 1. (in press).
Carpenter, S., Weber, N., & Schugurensky, D. (2012). Views from the blackboard: Neoliberal education reforms and the practice of teaching in Ontario, Canada. Globalisation, Societies and Education, 10(2), 145-161.
Connell, R. (2013). The neoliberal cascade and education: An essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99-112.
Giroux, H. A. (2019). Neoliberalism and the weaponising of language and education. Race & Class, 61(1), 26-45.
Lingard, B. (2016). Think tanks,‘policy experts’ and ‘ideas for’education policy making in Australia. The Australian Educational Researcher, 43, 15-33.
Winton, S., & Pollock, K. (2016). Meanings of success and successful leadership in Ontario, Canada, in neo-liberal times. Journal of Educational Administration and History, 48(1),19-34.