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Employing rhetorical analysis within critical discourse analysis, the study investigates discursive tools that promote neoliberal and neoconservative values while presenting education’s purpose as taken for granted. Rather than analyzing curriculum texts alone, it focuses on government rhetoric to reveal which values gain formal power, what is suppressed or ignored, and where resistance may be directed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/three-case-studies-of-the-language-used-to-justify-recent-neoliberal-and-neoconservative-curricular-reform/597066/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/three-case-studies-of-the-language-used-to-justify-recent-neoliberal-and-neoconservative-curricular-reform/597066.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main objective?","Question",{"text":112,"@type":113},"To identify the discursive practices governments use to position curricular reform and to show how neoliberalism and neoconservatism together justify shifts in curriculum at three North American sites.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze curricular reform?",{"text":117,"@type":113},"It uses rhetorical analysis as a form of critical discourse analysis, focusing on government rhetoric that provides rationales for reform.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the authors aim to uncover beyond curriculum documents?",{"text":121,"@type":113},"They aim to recognize which values gain formal power, what is oppressed or ignored, and where resistance might be aimed.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597066,1792160611,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Three Case Studies of the Language Used to Justify Recent Neoliberal and Neoconservative Curricular Reform  \nAdamo Di Giovanni & Lana Parker University of Windsor  \nAbstract  \nThe overarching objective of this study is to become more closely attuned to the politics of curriculum by identifying the discursive practices employed by governments to position curricular reform. In particular, this analysis aims to show how the twinning of neoliberalism and neoconservatism has served to justify shifts in curriculum at three North American sites in recent years. Further, using rhetorical analysis as a form of critical discourse analysis, the study demonstrates how discursive tools are used to advance neoliberal and neoconservative values under the guise of a taken-for-granted sense of education’s purpose and role. Rather than an analysis of curriculum documents as texts, this study focuses on government rhetoric describing the rationale for curricular reform so as to better recognize which values are gaining formal power, offer clarity into what is oppressed or ignored, and, ultimately, provide insights into where resistance might be aimed.  \nKeywords: neoliberalism; neoconservatism; curricular reform  \nIntroduction  \nCurriculum reform is not a neutral and apolitical process. As Pinar and Bowers (1992) summarized, concerted efforts to bring a critical perspective and highlight the politics of curriculum began in the 1970s. At the time, scholars focused on reproduction theory, wherein schools served as sites to support capitalism’s economic imperatives and act as conduits to reproduce class structures seen in society more broadly. The academic literature regarding the politics of curriculum during this period also foregrounds the importance of ideology. Pinar and Bowers (1992) described how, in the early 1980s, scholars developed resistance theory, which drew attention to social facets and individual agency in resistance to dominant structures. Resistance theory, sometimes seen as linked with reproduction theory (Apple, 1982), emerged because scholars believed reproduction theory alone was limited by its heavy emphasis on the economy and a lack of consideration for individual agency. During this period, concepts of hegemony and hidden curriculum became important elements of the politics of curriculum literature. Further evolution in the literature occurred by the mid-1980s, with a focus on political and pedagogical practices and their impact on race, gender, and class (Pinar & Bowers, 1992). Drawing on this foundation, and of particular relevance to our study, is the writing of Michael W. Apple (1991), who noted,“rather than being a neutral enterprise, schooling is through and through political”(p. 279). Apple (e.g., 2001b, 2005, 2017) also highlighted the decades-long, continued political influence on curriculum and education reform in the US through an alliance he describes as conservative modernization. Combining neoliberals, neoconser-  \nvatives, authoritarian populists, and a specific segment of the professional and managerial new middle class, the alliance finds common ground with legislation that has increased marketization through school choice, school voucher plans, and increased privatization, as well as increased government control over curriculum through the standardization of curriculum and standardized testing. One outcome is the generation of data, which then form the basis for supporting the aforementioned reforms.  \nInternationally, scholars have studied various manifestations of curricular reform that have an explicit or implicit political agenda. Savage and O’Connor (2014) traced decades of curricular reform across the US and Australia and noted that, since the 1980s, there has been a concerted effort to establish national curriculum standards to become economically competitive in the global market. The drive to develop standardized curriculum has led to the increase of scripted curriculum. For instance, Hodge (2017)","cbCaiskzlKmjsjSz","https://ap.wps.com/l/cbCaiskzlKmjsjSz","pdf",540875,22,"English","# Introduction\n## Curriculum reform and political ideology\n## Neoliberal and neoconservative justifications\n# Case studies and international context\n## Standardization and marketization\n## Teacher professionalism and scripted curricula","[{\"question\":\"What is the study’s main objective?\",\"answer\":\"To identify the discursive practices governments use to position curricular reform and to show how neoliberalism and neoconservatism together justify shifts in curriculum at three North American sites.\"},{\"question\":\"How does the study analyze curricular reform?\",\"answer\":\"It uses rhetorical analysis as a form of critical discourse analysis, focusing on government rhetoric that provides rationales for reform.\"},{\"question\":\"What do the authors aim to uncover beyond curriculum documents?\",\"answer\":\"They aim to recognize which values gain formal power, what is oppressed or ignored, and where resistance might be aimed.\"}]","Three Case Studies of the Language Used to Justify Recent Neoliberal and Neoconservative Curricular Reform | PDF",1792084305,55]