Demobilizing Knowledge in Schools: Censoring Critical Historical Perspectives

• In Event: Banning Books and Censoring Curriculum: Evidence From the Educational Battlegrounds

Abstract

Controversies have emerged in recent years over teaching history in U.S. schools, particularly related to issues of diversity, race, gender, and sexuality. There are opposing arguments for a progressive view of history and a patriotic/exceptional view. These tensions have resulted in attacks on critical curriculum in several states. In this study, we apply a knowledge mobilization framework to examine what and whose historical knowledge is being restricted in U.S. K-12 schools, and the reasons behind this phenomenon. Our findings indicate that in 16 Republican-dominated states, policies have been enacted to restrict the teaching of critical perspectives on race, sexuality, and other controversial subjects and to perpetuate a positive view of U.S. history.

Authors

• Dustin Hornbeck, University of Memphis

• Joel R. Malin, Miami University (OH)