Sweeping the Nation: Narrative Battles Over "Divisive" Curriculum in the Classroom

• In Event: More Than Words: Discourse, Power, and Educational Reform

Abstract

In 2020, a new education policy narrative emerged about what and how we teach children about racism. While not a new conversation, the narrative now featured a new villain - CRT and the 1619 Project. The narrative contends that CRT/1619 and the teachers who promote it are “indoctrinating” children, causing harm, and sowing division. Despite the lack of a tangible problem (there is negligible evidence that CRT is being taught in K-12), the narrative has become a powerful force shaping education policy conversations with 26 states introducing legislation to ban teaching CRT/1619. We draw upon the Policy Narrative Framework to understand the narrative elements, how it spread across the states, and which elements became incorporated into public opinion.

Authors

• Ariell Rose Bertrand, Michigan State University

• Annie Gensterblum, Michigan State University

• Rebecca Jacobsen, Michigan State University

• Jasmin Vargas

• Jane C Lo, Michigan State University