Bibliographic record
Abstract
Educational researchers have called attention to how neoliberal ideology has profoundly and detrimentally influenced public education systems, but less attention has been paid to how neoliberalism influences private educational institutions. This article examines the influence of neoliberal ideology on education in the USA through an ethnographic case study of a private Sudbury school, Central Valley Sudbury School (CVSS), whose radical unschooling philosophy positions itself in an oppositional stance towards public schools, which it perceives to be hopelessly beyond repair. CVSS represents the permeation of neoliberal ideology in education through its very existence as a private school in the growing alternative education industry. While Sudbury practitioners positioned themselves in opposition to the neoliberal policies and practices of public schools, at the micro-level of routine interaction at CVSS, neoliberalism presented itself through discourses of meritocracy and choice, individual autonomy, entrepreneurship, and education as a private good. Such a contradiction reveals that there may be more congruence between radical unschooling philosophies and neoliberal rationality than would first appear. The article contributes additional understanding to how schools—both public and private—reproduce key ideologies of the society in which they are embedded.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.026 | 0.016 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".