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Publication Date
5-2023
Date of Final Oral Examination (Defense)
3-10-2023
Type of Culminating Activity
Dissertation - Boise State University Access Only
Degree Title
Doctor of Education in Curriculum, Instruction, and Foundational Studies
Department
Curriculum, Instruction, and Foundational Studies
Major Advisor
Young Baek, Ph.D.
Major Advisor
Arturo Rodriguez, Ph.D.
Advisor
Lisa Beamer, Ed.D.
Advisor
Phil Kelly, Ph.D.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Abstract
Neoliberal ideas and ideology dominated education policy for the last 40 years with the promise that public education will thrive under competition and accountability; the idea of “our failing schools” pre-dominates the education narrative today. Families empowered by neoliberal discourse are expected to choose their way out of impoverished neighborhoods and failing traditional public schools. This neoliberal discourse drives the education market by promoting competition, accountability, and innovation so that all public schools might prosper. However, when we consider neoliberalist ideas like cultural power partnered with one’s desire to ensure academic success, decisions become overwhelming and burdensome, especially for special education teachers and families. The decisions imposed upon educators and families often conflict with individual perspectives. This phenomenological collective case study explored the tensions between teachers' and families' perspectives and ideas about education and their lived experiences when positioned to make decisions that are in the best interest of students with disabilities.
DOI
https://doi.org/10.18122/td.2066.boisestate
Recommended Citation
Larson, Angel, "Neoliberal Policy: Understanding the Relationship Between Standardization, School Choice, and Special Education" (2023). Boise State University Theses and Dissertations. 2066.
https://doi.org/10.18122/td.2066.boisestate