| Abstrakt: |
This paper joins past and ongoing conversations about the neoliberalization of public schools, via school choice and charter schools specifically. Using rhetorical field methods, a variety of data was collected over two years at a K-8 charter school in Phoenix, Arizona. Based on the data gathered, I propose dialectical vernacular complicity as a new concept that sheds light on the nuance and complexity of various agents' (dis)engagements with neoliberalism. After defining the concept, the paper follows with a case study and concludes with reflections on the limits of agency with(in) neoliberalism, public education, and democracy. [ABSTRACT FROM AUTHOR] |
