The Biopolitical Kindergarten: A Critical Qualitative Examination of the Intersection Between Policymakers’ Neoliberal Reforms and Children’s Figuring of Themselves as Learners

Abstract

This critical qualitative policy research study examines the intersection between policymakers’ neoliberal kindergarten reforms and children figuring themselves as learners within a publicly funded schooling community. Engaging in this examination of the biopolitical kindergarten space, which is shaped by standardized teaching and learning experience designed to prepare kindergarteners for the high-stakes reforms that await them in later grades, creates the opportunity to consider whether school spaces are designed to prepare the next generation of democratic citizens. It also provides insight as to how critical qualitative policy researchers can investigate as well as propose tangible policy responses through their work that seek to change the current era of policymakers schooling children through their neoliberal reforms.