Neoliberalism in Historical Light - How Business Models Displaced Science Education Goals in Two Eras - Paper

Oct 15, 2026

Neoliberalism in historical light examines how business-model paradigms displaced science education goals across two eras. The study argues that applying business models to public institutions was not only a contemporary policy trend but also widespread at the turn of the 20th century. Drawing on historical, theoretical, and empirical research, it analyzes disruptions to goals tied to democratic participation and equity, using mixed-method findings on accountability and institutionalized business models in elementary science education. Institutional theory explains the mechanisms across both periods.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract and Purpose

Neoliberalism, Accountability, and Business-Model Displacement

Historical Roots and Conceptual Framework

Scientific Management and Early 20th-Century Influence

Comparative Analysis of Two Eras

Business Models in Education and Equity Implications

Neoliberalism in Historical Light: How Business Models Displaced Science Education Goals in Two Eras. Kathryn N. Hayes Abstract Although a growing body of work addresses the current role of neoliberalism in displacing democratic equality as a goal of public education, attempts to parse such impacts rarely draw from historical accounts. At least one tenet of neoliberalism--the application of business models to public institutions—was also pervasive at the turn of the 20th century. A comparison between the two eras sheds needed light on the mechanisms by which business models displace educational goals. Using science education as a context, this paper draws from historical, theoretical and empirical studies to demonstrate how business paradigms disrupt science education goals related to preparation for democratic participation and equity. As evidence, this paper draw upon historical accounts, as well as findings from a mixed-methods study of how accountability and related institutionalization of business models impacts equity in elementary science education. Institutional theory provides a framework for interpreting the mechanisms of disruption in both eras. Key words Neoliberalism, Science education; Institutional theory; Equity “… The problem with public education is it’s not operated effectively…It’s got to be about whether students, teachers and administrators are performing. That’s a core principle of accountability. It applies in a business community and it applies just as well in the academic communities.” --Joel Klein, Chancellor of New York City schools, November 10, 2010i “One may easily trace an analogy between these fundamentals of the science of industrial management and the 1 organization of a public school system.” –Joseph S. Taylor, New York City school superintendent, 1912ii The application of neoliberalism to educational management has born increasing scrutiny by scholars worldwide (e.g., Apple, 2001; Doherty, 2007; Giroux & Giroux, 2009; Ravitch, 2010; Small, 2011) . They argue that the conflation of Friedman-based economic rationality and politics has resulted in the wholesale application of private sector management approaches to the public sphere, including relying on competition, consumer choice, and other market forces for regulation of public education (Doherty, 2007; Gabbard, 2007; Small, 2011) . As Doherty (2007) described,“It would be the market, not the state, which would bring about improvement in the education system”through rewarding efficiency and productivity (p. 276) . In the United States neoliberal strategies implemented increasingly since the 1980’shave resulted in increasing standardization of curriculum at the national level, an accountability system to measure performance and ensure competition and efficiency, and a variety of school choice programs (Hursch, 2005) . However, although neoliberalism as defined arose in the 1970’s (Small, 2011), market and business management approaches have been seductive to educational policy makers cyclically over the last 150 years (Gabbard, 2007), and particularly at the turn of the 20th century (Cuban, 2004) . Despite the historical precedence, attempts toparse the impacts of neoliberalism in education today rarely draw from historical accounts. Comparisons between the two eras shed light on the mechanisms by which private sector management approaches exerted influence on public education, simultaneously illuminating the spaces of acquiescence and resistance. This article thus grounds the discussion of recent neoliberalism in the historical—specifically how the infusion of educational policy with business model paradigms in two time periods displaced science education goals related to equity and preparation for democratic citizenship. As evidence, I draw upon both historical accounts and findings from my mixed-methods study of the roles of accountability and related institutionalization of business models in determining equity in

FAQs

What is the central argument about neoliberalism and science education in two eras?

The paper argues that business-model paradigms displaced science education goals related to democratic participation and equity, and that similar dynamics existed at the turn of the 20th century, not only in modern reforms.

Which mechanisms does the paper use to explain how displacement occurs?

It uses institutional theory to interpret how educational organizations respond to forces embedded in societal movements, focusing on accountability and the institutionalization of business models.

What kinds of evidence does the paper rely on?

It draws on historical accounts, theoretical and empirical studies, and findings from a mixed-methods study examining how accountability and business-model institutionalization affect equity in elementary science education.

Oct 15, 2026

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