This paradigm, a neoliberal framework that emphasizes college and career readiness as the mantra of purpose and that relies upon the "law of the market" to regulate educational institutions like any other gadget maker, neglects the primary stakeholders in education--the learners and their communities.

Internal and external education stakeholders play politics with what is expected, often corrupting the potentially democratic process with force, funding, and other ideologically driven coercion. In many instances the "desired" outcome or standard is taken for granted because legislated or authorized in title and description. The contestability of the desired learning outcomes within democratic dialogue is co-opted by powerful stakeholders with either the political or economic power to determine policy. Understanding how these stakeholders are motivated and what positive antecedent (rational choice stimulus) lead to their cooptation of the process helps to identify fractures in the hegemonic neoliberal structure. Recognizing neoliberalism's dominance is not enough. It is critical that the gaps and collateral implications of the ideological system are exposed and examined. Opening the space for re-storying education presents a challenge. This critical analysis of the motivations and complex interconnection of policy is meant to open such a space.