A Critical Discourse Analysis of the 1619 Project Controversy

• In Event: Teaching History for Justice

Abstract

This paper uses critical discourse analysis (CDA) to examine the discursive nature of the critiques of the 1619 Project by professional historians. Though the 1619 Project is certainly flawed, and commentators have put forward important criticisms of its history, the discourse employed primarily by prestigious White historians in reaction to a version of Black revisionist history aimed at challenging dominant narratives represents troubling narratives itself. We utilize concepts from critical race theory (CRT), anti-racism, and the politics of curriculum to indicate some of the power structures of this discourse. We suggest that the 1619 Project controversy represents a unique case study through which social studies teachers and teacher educators can struggle with the challenges of teaching American History and racism.

Authors

• Austin J. Pickup, Aurora University

• Aubrey Brammar Southall, Aurora University