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Against Neoliberalism in Education
For democratic, non-coercive, and relational learning environments rooted in freedom and care.
We reject the neoliberal framing of education as a marketplace. This ideology erodes the ethical, relational, and imaginative foundations of teaching and learning. Under neoliberalism, education is reimagined not as a shared social good but as a private investment—something to be purchased, managed, and measured. Children are cast as future economic units; families become consumers of services; and educators are expected to deliver outcomes efficiently, with little room for reflection, dialogue, or dissent.
This shift is often veiled in language like “accountability,” “data‑driven practice,” or “evidence‑based outcomes.” But beneath the veneer is a simple logic: what can be measured is what is valued. Play and relationships must justify themselves via academic gains. Wonder is reduced to learning objectives. Diane Kashin writes about updating outdated practices and resisting scripted curricula—emphasizing critical reflection and emergent curriculum as antidotes to this model Lillio+7Technology Rich Inquiry Based Research+7Technology Rich Inquiry Based Research+7. Tom Drummond, in his essay “Call Out Coercion,” openly critiques neoliberal constraints on public education, stating:
“Since the rise of neoliberalism with Ronald Reagan, the provisions for any level of public education have been squeezed out of existence…” Tom Drummond+1Tom Drummond+1
In early childhood education, neoliberalism shows up through:
- Standardization of Learning: Emphasis on benchmarks and early academic performance over play, inquiry, and relationship.
- Commodification of Childhood: Childhood framed in terms of “school readiness” rather than lived meaning.
- Surveillance of Educators: Teacher autonomy superseded by scripted curricula and performance metrics.
- Erosion of Pedagogical Freedom: Expectations to follow externally imposed “best practices” rather than craft context-responsive pedagogy.
- Displacement of Justice: Structural inequities reframed as individual deficits, reinforcing meritocratic myths.
- Devaluation of Care: Relational labor—care, presence, connection—is invisible and unmeasured.
Sources & References
Diane Kashin
Kashin critiques standardized and outdated practices in early childhood education, calling for reflective, context-responsive pedagogy. Her work emphasizes ethics, emergent curriculum, and educator agency—offering a practical resistance to neoliberal models.
- Updating Outdated Practices in Early Childhood Education
- Technology Rich Inquiry Based Research Blog Archive
“Reflective practice means questioning the status quo, and this includes how we approach curriculum, assessment, and relationships.”
Read the full post →
Tom Drummond
Drummond explicitly critiques neoliberal ideology and its impact on public education. He advocates for democratic, non-coercive, and relational learning environments rooted in freedom and care.
- Call Out Coercion: End the Coercion and Inside Profiteering in Education
- Appendix F: Call Out Coercion (PDF)
“Since the rise of neoliberalism with Ronald Reagan, the provisions for any level of public education have been squeezed out of existence...”
Read the essay →
Read the PDF →
Tom Hobson (Teacher Tom)
While not writing directly about neoliberalism, Hobson’s work with Diane Kashin and his advocacy for play-based, democratic education stands in contrast to neoliberal models. His writing supports educator empowerment and child agency.
- Teacher Tom’s Blog →
Articles and Resources on This Site
Critiques of how neoliberalism reshapes early childhood through metrics, market ideals, and control—while also spotlighting paths of resistance rooted in care and justice.