Abstract
Since 2021, at least 28 states have adopted measures that restrict how teachers can teach the history of racism in the U.S. Many more states have proposals on the table. The laws have been portrayed in the media as measures that would prevent teachers from teaching “divisive concepts” or lessons that would cause “discomfort, anguish or guilt.” Many observers have predicted that this wave of new education laws will have a chilling effect on how history is taught. That is certainly the intent of the laws. Given the current political climate in the U.S., there is no reason to assume more laws that govern what can be taught in public schools will not be passed. Vigorous efforts should be made to prevent more of these laws and to rescind the existing laws. But, in the meantime, I contend that based on how the laws are being written, there are still plenty of ways for teachers to the history of racism in American society. A close look at these laws shows that they are generally written so broadly that they can’t effectively stop teachers from teaching history in a way that’s fair, accurate and true. This paper describes approaches that teachers and university professors can adopt forthrightly address the history and legacies of racism in the U.S. without violating these new laws.
Presenters
W Fitzhugh BrundageDistinguished Professor, History, University of North Carolina, Chapel Hill, North Carolina, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
Racism, History, Freedom of Speech, Pedagogy
