Sponsor

College and University Faculty Assembly 

Co-Sponsors

Florida Council for the Social Studies; Association for the Teachers of Social Studies/United Federation of Teachers—New York City; Wisconsin Council for the Social Studies

Rationale

NCSS (2010) has upheld that “Academic freedom for social studies teachers includes the right and responsibility to study, investigate, present, interpret, discuss, and debate relevant facts, issues, and ideas in fields of the teacher’s professional competence. Academic freedom for students in social studies courses provides the right to study, question, interpret, and discuss relevant facts, ideas, and issues under consideration in those courses. These freedoms imply no limitations, within the guidelines of the subject
area” (p. 1).

The United States is experiencing high levels of polarization, and public schools are the target of significant political attention and attacks at the national and local levels. Teachers’ capacity to teach about local and national elections has become increasingly difficult in many parts of the country due to recent legislation restricting the teaching of divisive issues and current events; and in a politically polarized country, elections have become especially divisive current events (Geller, 2020; Natanson, 2023). Research has shown that social studies teachers struggle to teach political issues during times of polarization (Hess &
McAvoy, 2015). The most recent challenges to teaching—during and after COVID and in the face of social and political censorship—have resulted in large numbers of teachers leaving the profession due to burnout and fear of retaliation from parents and school boards regarding what and how they teach (Natanson, 2023). The laws that limit what topics social studies teachers can include in their curriculum vary by state, and the support teachers experience to persist in teaching difficult but legally protected topics varies widely, not only by state, but district to district and school to school. There is unequal access to administrative, collegial, and community support for teachers to do the difficult work of teaching about challenging topics such as elections in a country that is politically polarized.

Additionally, students have a right to a culturally affirming and honest education that prepares them for their role as engaged citizens (National Education Association, 2022). NCSS has further upheld that “An educated population is essential in order to maintain a democratic society. This includes the ability to discuss or investigate diverse and often controversial issues” (NCSS, 2010, p. 334). In order to develop necessary skills in critical reasoning and analysis of evidence in support of an argument, students have a right to learn about issues that divide us as a nation. Inquiry into political issues, including the root causes
of political division, is fundamental to students learning how to solve problems of democratic life (Stitzlein, 2022).

Whereas: NCSS (n.d.) has stated that the primary purpose of social studies “is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world,” and

Whereas: NCSS’s (n.d.) vision seeks to educate students while inspiring “lifelong inquiry and informed civic action”; Furthermore, its mission is to advocate and assist social studies educators, and

Whereas: As NCSS (2010) has argued, “Academic freedom for social studies teachers includes the right and responsibility to study, investigate, present, interpret, discuss, and debate relevant facts, issues, and ideas in fields of the teacher’s professional competence. Academic freedom for students in social studies courses provides the right to study, question, interpret, and discuss relevant facts, ideas, and issues under consideration in those courses. These freedoms imply no limitations, within the guidelines of the subject
area” (p. 1), and

Whereas: The Supreme Court of the United States decided in Tinker v. Des Moines (1969) that school officials cannot censor student speech unless it materially and substantially disrupts the educational process, and

Whereas: Numerous research studies have demonstrated that children learn more about history, civics, geography, and economics when they are allowed to actively explore and deliberate
controversial/contentious issues in the social studies classroom (Barton & McCully, 2007; Hess, 2009; Hess & McAvoy, 2014; Journell, 2016), and

Whereas: Growing distrust in public education has further politicized American classrooms (Schwartz, 2022) as the number of U.S. adults who had confidence in K-12 principals to act in the public’s best interest is nearly half of its pre-pandemic levels, according to the Pew Research Center (Kennedy et al., 2022), and

Whereas: Several states have legislated bans on “divisive concepts” and other civic issues from classrooms (Civics Alliance, 2023). Local school boards have gone as far as banning Black Lives Matter and LGBTQ Pride signage from classrooms (Pendharkar, 2022) and recently, a school board in Wisconsin fired a music teacher for having students perform the Miley Cyrus and Dolly Parton song “Rainbowland” (Vinick, 2023), and

Whereas: Any censorship of teaching materials or instruction is ultimately a restriction on students’ academic freedom and right to learn;

NOW, THEREFORE BE IT RESOLVED: That NCSS issue a position statement that supports the academic freedom of students to learn unaltered, unfiltered, or censored social studies including examining,
analyzing, and evaluating issues of race, gender, sexual orientation, and identity;

AND, BE IT FURTHER RESOLVED: That NCSS increase access of resources to teachers about the
constitutional rights of teachers, including online resources, professional development, and
informational sessions during the annual conference.

References

Barton, K., & McCully, A. (2007). “Teaching Controversial Issues ... where Controversial Issues Really Matter.” Teaching History 127, p. 13.

Civics Alliance (2023, July 3). Tracking American civics legislation. Retrieved July 25, 2023, from https://civicsalliance.org/civics-bill-tracker/

Geller, R. C. (2020). “Teacher Political Disclosure in Contentious Times: A ‘Responsibility to Speak Up’ or ‘Fair and Balanced’?” Theory & Research in Social Education 48(2), 182-210.

Hess, D. E. (2009). Controversy in the Classroom: The Democratic Power of Discussion. Routledge.

Hess, D. E., & McAvoy, P. (2014). The Political Classroom: Evidence and Ethics in Democratic Education. Routledge.

Journell, W. (ed.) (2016). Teaching Social Studies in an Era of Divisiveness: The Challenges of Discussing Social Issues in a Non-partisan Way. Rowman & Littlefield.

Kennedy, B., Tyson, A., & Funk, C. (2022, February 15). Americans’ Trust in Scientists, Other Groups Declines. Pew Research Center. www.pewresearch.org/science/2022/02/15/americans-trust-in-scientists-other-groups-declines.

National Council for the Social Studies. (2010). “Academic Freedom and the Social Studies Teacher.” Social Education 74(6), 334–335.

National Council for the Social Studies. (n.d.). About National Council for the Social Studies. www.socialstudies.org/about.

National Education Association (2022). Toolkits to Create Safe and Just Schools for our Communities.
www.nea.org/advocating-for-change/racial-social-justice/tools-justice. 

Natanson, H. (2023, March 6). “‘Slavery was Wrong’ and 5 Other Things Some Educators Won’t Teach
Anymore.” The Washington Post. www.washingtonpost.com/education/2023/03/06/slavery-was-wrong-5-other-things-educators-wont-teach-anymore.

Pendharkar, E. (2022, January 25). “Pride Flags and Black Lives Matter Signs in the Classroom: Supportive Symbols or Propaganda?” Education Week. www.edweek.org/leadership/pride-flags-and-black-live-matters-signs-in-the-classroom-supportive-symbols-or-propaganda/2022/01.

Stitzlein, S. (2022). “Divisive Concepts in Classrooms: A Call to Inquiry.” Studies in Philosophy and Education 41, 595–612. https://doi.org/10.1007/s11217-022-09842-8. 

Vinick, G. (2023, July 12). “Waukesha School District Fires First-grade Teacher after 'Rainbowland’ Controversy.” Wisconsin Public Radio. www.wpr.org/waukeshaschool-district-fires-first-grade-teacher-after-rainbowland-controversy-melissa-tempel