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Reading between the Lines: Neoliberal Racism and K-12 Education Policymaking

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Title: Reading between the Lines: Neoliberal Racism and K-12 Education Policymaking
Language: English
Authors: Desiree O'Neal (ORCID 0000-0002-9851-9905), James Bridgeforth (ORCID 0000-0002-7562-4358)
Source: Urban Review: Issues and Ideas in Public Education. 2025 57(4):785-808.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Information Analyses
Education Level: Elementary Secondary Education
Descriptors: Neoliberalism, Racism, Elementary Secondary Education, Educational Policy, Policy Formation, Policy Analysis, Critical Race Theory, Language Usage, Educational Change, Resistance to Change
DOI: 10.1007/s11256-025-00756-6
ISSN: 0042-0972
1573-1960
Abstract: In the United States, legislatures, boards of education, and governors have established various educational policies. However, in recent times, there has been a rise in policy efforts aimed at prohibiting discussions deemed "divisive" regarding race and racism. Considering the increasing prevalence of these policies nationwide, it is essential for education policy research to focus on this area. Utilizing critical policy analysis approaches with conceptual insights from the Narrative Policy Framework and Critical Race Theory (CRT), we examined the policy language of "anti-CRT" policies across 17 different states and found that these policies were intrinsically racialized and explicitly designed to maintain current racial hierarchies. The study's results also highlight the pervasive presence of neoliberal racism in the policymaking process within education. As we discuss, these findings lay the groundwork for further investigation into the salient and often harmful impact of neoliberal educational policies on students and schooling communities more broadly. We conclude this work by providing recommendations for combating the continued propagation of racist educational policies and practices in K-12 schooling.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496598
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Desiree+O'Neal%22">Desiree O'Neal</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9851-9905">0000-0002-9851-9905</externalLink>)<br /><searchLink fieldCode="AR" term="%22James+Bridgeforth%22">James Bridgeforth</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7562-4358">0000-0002-7562-4358</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: In the United States, legislatures, boards of education, and governors have established various educational policies. However, in recent times, there has been a rise in policy efforts aimed at prohibiting discussions deemed "divisive" regarding race and racism. Considering the increasing prevalence of these policies nationwide, it is essential for education policy research to focus on this area. Utilizing critical policy analysis approaches with conceptual insights from the Narrative Policy Framework and Critical Race Theory (CRT), we examined the policy language of "anti-CRT" policies across 17 different states and found that these policies were intrinsically racialized and explicitly designed to maintain current racial hierarchies. The study's results also highlight the pervasive presence of neoliberal racism in the policymaking process within education. As we discuss, these findings lay the groundwork for further investigation into the salient and often harmful impact of neoliberal educational policies on students and schooling communities more broadly. We conclude this work by providing recommendations for combating the continued propagation of racist educational policies and practices in K-12 schooling.
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