“…Through examining the findings from a larger exploratory VCME research study (Adair et al, 2018;Brown, 2021;Tobin et al, 2009) that sought to understand how a set of stakeholders in Texas (n=62) and West Virginia (n=26) made sense of the types of learning experiences kindergarteners are and should be having in school and why (Brown, Englehardt, Barry, & Ku, 2019a;Brown, Englehardt, Barry, & Ku, 2019b;Brown, Englehardt, Ku, & Barry 2019c;Brown, Barry, Ku, & Englehardt, 2021), I, in this article, seek to identify and dismantle some of the binaries that frame the changed kindergarten. I do so by examining the following research question: How did education stakeholders in this study appear to use binary logic, which privileges policymaker's neoliberal reforms, to make sense of the changed kindergarten?…”