| Owner: |
Alison Wilson
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| Owner Email: |
aswilso6@cougarnet.uh.edu
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| Paper Title: |
Educating the "Most Special Nation in the History of the World": A Critical Policy Analysis
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| Session Title: |
Comparative Perspectives of the Attitudes and Discourse Affecting Marginalized Students in Schools (Table 8)
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| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/14/2023
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| Presentation Location: |
Chicago, IL
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| Descriptors: |
Critical Race Theory, Critical Thinking, Social Studies Education
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| Methodology: |
Qualitative
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| Author(s): |
Alison Wilson, University of Arkansas; Dwayne Kwaysee Wright, The George Washington University; Kristina Brezicha, Georgia State University
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| Unit: |
Division L - Educational Policies and Politics
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| Abstract: |
In the aftermath of the January 6th Capitol Insurrection, competing ideological camps called for an increase in “civic education”. In particular Kristi Noem, Governor of South Dakota, was vocal about the need to educate America’s children on “everything that makes our country special.” As a demonstrative case the South Dakota civics curriculum context mirrors many other states where legislation concerning civic education and bans on “Critical Race Theory (CRT)” have been in place. This study utilizes a discourse-historical approach to conduct a critical policy discourse analysis of the political rhetoric surrounding South Dakota civics and history initiatives. Findings speak to the impact that education curriculum policies have on how critical thinking is (or is not) developed among America’s students.
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| DOI: |
https://doi.org/10.3102/2008655
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