Curricular Wars: A Critical Policy Analysis of K–12 "Critical Race Theory" Bills in State Legislatures

• In Event: Forced Curriculum Adaptations: School Responses With Constant Uncertainty

Abstract

The purpose of this critical policy analysis (CPA) is to critically examine the discourse stakeholders use to resist or support education on racism, bias, and the contributions of specific racial or ethnic groups to U.S. history (ethnic studies) in K-12 schools. In this paper, we emphasize the importance of discourse because how we frame the issue can be more persuasive than the policies themselves. Data include state-level discourse analysis of 44 bills proposed in state legislatures across the U.S. beginning from 2017. Through our critical policy analysis, we elevate the importance of discourse and discuss concrete ways researchers and practitioners can mobilize discourse as a power resource that matters in public policy and practice

Authors

• Lolita A. Tabron, University of Denver
  Presenting Author

• Natalie D. Lewis, DSST Public Schools
  Presenting Author

• Stephen Fusco, University of Denver
  Presenting Author

• Tracie Trinidad, Young Aspiring Americans for Social and Political Activism (YAASPA)
  Presenting Author