A Critical Policy Discourse Analysis of the "Divisive Concepts" Bans in the United States

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Critical Analyses of Legal Decisions Across Settings (Table 32)

Abstract

Recent bans on Critical Race Theory that prohibit “indoctrination” based on “divisive concepts” reflect a coordinated effort to undermine racial justice. This study employs critical discourse policy analysis and critical whiteness studies to critique these policies as discursive strategies that influence perception and practice in K-12 education. Systematic evaluation of bans in 18 states revealed few circumstantial premises in support of the value premises that justify banning “divisive concepts”. Instead, the CRT bans rely on justification from misrepresentations of CRT, claims of reverse racism, and narratives of individualism, meritocracy, and American exceptionalism. Moreover, negative consequences that could arise from narrowed conceptualizations are afforded scant consideration, which is compounded by means-goal processes that focus entirely on enforcement and/or transparency.

Authors

• Alison Wilson, University of Houston

• Jason L. Endacott, University of Arkansas

• Christian Z. Goering, University of Arkansas

• Alissa A. Blair, University of Arkansas at Fayetteville

• Christopher Giller, University of Arkansas