NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1112401
Record Type: Journal
Publication Date: 2016-Aug
Pages: 27
Abstractor: As Provided
ISSN: EISSN-1740-2743
"They Always Keep Us in Line": Neoliberalism and Elementary Emergent Bilinguals
Hickey, Pamela J.
Journal for Critical Education Policy Studies, v14 n2 p14-40 Aug 2016
This article examines the ways neoliberal school culture mediates the schooling experiences of elementary emergent bilinguals. I draw upon narrative inquiry to privilege the voices and stories of the children who contributed to this work. With the exception of children in first grade, who were sheltered from the discourse of accountability, students experienced pressure to achieve at the mandated levels on standardized state tests, perceived academic literacy tasks as labor to endure and complete, and found their lives within the school to be constrained by systems of compliance and conformity. The children's narratives highlight the powerful influence of the current culture of neoliberalism, which negatively impacts their schooling by narrowing curriculum and denying access to instruction that supports questioning, critiquing, and curiosity.
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A