ERIC Number: EJ1425370
Record Type: Journal
Publication Date: 2024-Feb
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1068-2341
(Re)Setting the Racial Narrative: Antiblackness and Educational Censorship
Education Policy Analysis Archives, v32 n9 2024
Antiblackness is a persistent feature of American society with continued implications for the experiences, outcomes, and well-being of Black communities. In the wake of widespread protests against antiblack police brutality and heightened awareness of racial injustices in 2020, federal, state, and local political actors swiftly began a concerted effort to maintain the illusion of racial progress within the United States. These efforts, which we identify as manifestations of what Carol Anderson (2016) describes as White rage, have taken the form of educational censorship policies that have been successfully enacted in at least 18 states. This study interrogates the policy development process of two such censorship policies in Texas and North Dakota. Drawing on Black critical theory and insights from critical policy analysis, we demonstrate the ways that antiblackness was made legible in the policy development process and conclude with recommendations for combatting the further spread of antiblack educational censorship.
Descriptors: Racism, Educational Policy, Censorship, Curriculum, Educational Practices, Policy Formation, State Policy, Critical Race Theory, Policy Analysis, State Legislation, Educational Legislation, Language Usage
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas; North Dakota
Grant or Contract Numbers: N/A