Opposition to Critical Race Theory (CRT) in Education: A Critical Policy Analysis on Educational CRT Bans

• In Event: AERA Graduate Student Research in Progress Roundtable Session One
  In Roundtable Session: Workplace Injustice, Critical Race Theory Bans, and Safe Spaces of Students of Color: Critical Issues for Policy and Practice (Table 5)

Abstract

"Education's response to systemic racism is now a cultural debate that includes state legislatures using policy power to eliminate seemingly divisive or controversial concepts from K-12 education (Lukianoff, et al., 2021) The source of these concepts emanates from the perception of Critical Race Theory (CRT) in K-12 education curricula and instruction (Stanford, 2022). Since 2021, 17 states have passed legislation to eliminate CRT in education, resisting change and protecting a white cultural identity (Schwartz 2022). The problem is that educational CRT-related policies result in unchecked policy enforcement and continuing practices of racism within K-12 education (Goldstein, 2022; Lopez, 2022; Lukianoff, et al., 2021; Poliokoff et al., 2022; Stanford, 2022).
The purpose of this study is to examine educational school policies related to CRT in Iowa, Texas, and Florida. The legislation - HF 802 (Iowa) , HB 3979 (Texas) , and HB 7 (Florida) - identifies the teaching of race and racism as a threat to equality and freedom. The bills intend to maintain a positivist message about the state of race and racism in America. Hence, I argue that a critical policy analysis of CRT-related legislation reveals a policy paradox (Stone, 2012)."

Author

• Kerry Foraker Green, University of Texas - Arlington
  Presenting Author