ABSTRACT
As Millei and Jones vividly demonstrated, the infusion of neoliberal influences enters schools as early as early childhood education (ECE). The function of schools as institutions of socialization with the aim of reproducing the status quo will have to be re-conceptualized in the vision of a school as a kosmopolis. Marshall wrote that many of the current efforts to infuse cosmopolitan frameworks in education are quite theoretical in nature, and, as such, they fail to acknowledge the ways in which hegemonic structures are expressed throughout all functions of schooling, including curriculum, material, and assessment structures. Engagement with diversity permeates academic and social contexts and is not limited to the confines of the schoolyards. Through the curriculum, "students need to understand the multifaceted patterns of economic factors, cultural processes, and social movements that shape their lives". The infusion on kosmopolitanism in education could provide a bottom-up response to the existing neoliberal social order.
