Censorship and Control: Critical Policy Analysis of Exclusionary Education Legislation

• In Event: Curriculum as Control: Who Decides?

Abstract

Critical policy analysis with a supporting lens of symbolic interactionism, guides the analytical inquiry of (N = 13) exclusionary education policies. Thirteen states enacted policies that censor concepts (e.g., race, diversity), protect youth from psychological discomfort, barring aspects of curriculum, training, and critical race theory, with several states imposing neoliberal aspects of enhanced standards, evaluation, and accountability. Legislation was sponsored by republican representatives (100%), majority White (88%), and male (78%) identified. State legislation mostly targeted public schools (92%), higher education (54%), and charter schools (46%). The analysis reveals how a once hidden curricula (e.g., norms and values) has shifted into an explicit curricula – driven by conservative and neoliberal interests in education control through the sustainment of a water-down educational experience.

Authors

• Brandon Mitchell, University of Louisville
  Presenting Author

• Emma Sterrett-Hong, University of Louisville
  Non-Presenting Author