Demobilizing knowledge in American schools: censoring critical perspectives

Controversies have intensified in recent years over teaching critical perspectives in U.S. K-12 schools, especially on diversity, race, gender, and sexuality. In response, nearly one-third of states have banned curricula offering critical views of the U.S. racial past and more than 200 bills in 40 states have sought to restrict related topics. Using a knowledge mobilization framework, this study examines what and whose knowledge is being restricted, and how and why these restrictions occur. Findings indicate that in 16 Republican-dominated states, policies via legislation, state board resolutions, and executive orders restrict teaching critical perspectives on race, sexuality, and other controversial subjects, while promoting exceptionalist, triumphalist historical narratives. The study illuminates the prevalence, nature, and consequences of these policies.

Dustin Hornbeck, Joel R. Malin