This dissertation utilizes the speculative essay to address the unsuitability of contemporary curriculum for the challenges our time. That is, in a world where neoliberalism reigns we are living at the cusp of frightening political and economic changes, but the curriculum in schools does not prepare youth for existing and foreseeable challenges. Particularly, these deviations may be observed within the U.S. economy in increasing trends of automation and offshoring of labor. Moreover, these obstacles for individuals in the U.S. are compounded by misleading qualities of media, obstructing informed democratic participation to bring about government policies helpful to most individuals. Further, the decline of the average individual in the U.S. is abetted by a general curriculum, alienating to many students, and through disconnect on education policy between government, public educational institutions, individuals, and private firms in which privatization ventures benefit, rather than students. Therefore, the purpose of this dissertation is discussion of threatening neoliberal policies and necessary curriculum reforms to prioritize student awareness, engagement, and skill development for best life outcomes in increasingly challenging times. As such, this dissertation advocates for substantive inclusion of critical media literacy in the curriculum, serious consideration of the interests of the learner, earlier and more accessible skills training, and significant revision to social science curriculum. However, this dissertation also expresses doubt concerning policy makers' inclusion of similar reforms.
The purpose of this paper is to illuminate the ill effects of neoliberal ideology on labor and education in the United States since the defeat of Keynesian economics in the United by the 1980s (Aronwitz, 2001; Robertson, 2007; Winfield, 2012). That is, neoliberal policy bears significant responsibility in the decline of labor and public schooling in the United States. Concurrently, over the past few decades there has been a significant transfer of wealth from poor and middle-class Americans to the very top of the income distribution (Piketty, 2014). While the wealthiest Americans have benefited from much lower taxes on their wealth in the past few decades, there has been a concurrent hollowing of the middle class due largely to automation and less to offshoring (Autor, 2010). Moreover, Congress and state legislatures have reduced appropriations to K-12 and higher education considerably (Leachman & Mai, 2014; Giroux, 2014; Mitchell, Palacios, & Leachman, 2014). Yet at the same time, some of the more affluent Americans have supported the privatization of K-12 (Ravitch, 2010; 2014), a lucrative investment maneuver (Levine & Levine, 2014). Interestingly, these initiatives siphon dwindling funds away from struggling public education (Levine & Levine, 2014; Ravitch, 2014). Thus, it appears the elite are akin to parasites, extracting sustenance from education and labor. That is why this proposal is significant. Furthermore, this paper draws upon a variety of information to include various government and private research reports on labor and education funding. It also draws from theoretical work in economics and education. Also, it should be noted this work is filtered through the lens of Critical Theory. References Abel, J. R., Deitz, R., & Su, Y. (2014). Are recent college graduates finding good jobs?Current Issues in Economics and Finance, 20(1), pp. 1-8. Retrieved from www.newyorkfed.org/research/publication_annuals/index.html Alexander, M. 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