A Deweyan Contextualization of a State-Based Neoliberal Literacy Policy

Abstract

This review examines the Implementation Playbook of the Virginia Literacy Act (VLA), a standards-based reform initiative aiming to improve reading proficiency. Drawing on John Dewey's philosophy in The School and Society (1899), this study analyzes the VLA’s approach to implementation through the lens of its underlying societal values. Specifically, it examines how neoliberal mechanisms like accountability and surveillance are evident in the Playbook’s emphasis on standardized curricula and teacher monitoring. While the VLA aims to improve reading outcomes, evidence from other states with similar legislation suggests limited success and negative impacts on teacher morale when neoliberal accountability and standardization are used in implementation. This research argues that the VLA's use of standardization and accountability may be counterproductive and hindersome to the development of a collaborative and supportive learning environment. By applying Dewey's framework, this study calls for a shift in policy direction, emphasizing cooperative learning and democratic participation in educational decision-making to foster genuine student growth and teacher well-being.