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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.
Authors: O'Neal, Desiree (AUTHOR), Bridgeforth, James (AUTHOR)
Source: Urban Review. Nov2025, Vol. 57 Issue 4, p785-808. 24p.
Subjects: Critical race theory, Racism, Education policy, Policy analysis, Race-conscious policy, Institutional racism, Educational planning, Compulsory education
Geographic Terms: United States
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. [ABSTRACT FROM AUTHOR]
Copyright of Urban Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Urban Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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