The Moral Politics of Authoritarian Practice in a Post-Truth Era: Unpacking Family in Early Childhood Social Studies Policy
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| Title: | The Moral Politics of Authoritarian Practice in a Post-Truth Era: Unpacking Family in Early Childhood Social Studies Policy |
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| Language: | English |
| Authors: | Sara Michael Luna |
| Source: | Global Education Review. 2025 12(3):37-50. |
| Availability: | Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Early Childhood Education, Social Studies, Educational Policy, Politics of Education, Moral Issues, Academic Standards, Ideology, Neoliberalism, Discourse Analysis, Authoritarianism, Nationalism, Cultural Pluralism, Role of Education, Democracy, Family (Sociological Unit), Kindergarten, Comparative Analysis, State Standards, Traditionalism |
| Geographic Terms: | Florida, New York |
| ISSN: | 2325-663X |
| Abstract: | This study examines the ideological reshaping of early childhood education standards, focusing on how the concept of family is constructed and governed within state social studies curricula. Critical discourse analysis within a case study methodology reveals how official knowledge is strategically reordered to serve emerging authoritarian nationalist agendas fused with neoliberal managerial logics. This process narrows discursive possibilities, enforcing a moral and social order that restricts pluralism and critical inquiry. The study highlights education's role as a contested site where competing visions of identity, knowledge, and democracy are materially enacted and politically contested. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491246 |
| Database: | ERIC |
| Abstract: | This study examines the ideological reshaping of early childhood education standards, focusing on how the concept of family is constructed and governed within state social studies curricula. Critical discourse analysis within a case study methodology reveals how official knowledge is strategically reordered to serve emerging authoritarian nationalist agendas fused with neoliberal managerial logics. This process narrows discursive possibilities, enforcing a moral and social order that restricts pluralism and critical inquiry. The study highlights education's role as a contested site where competing visions of identity, knowledge, and democracy are materially enacted and politically contested. |
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| ISSN: | 2325-663X |
