A Current Events Response by National Council for the Social Studies

Social studies education is a topic of debate for national and state legislatures and local school boards this year. This debate has resulted in a number of bills being introduced in state legislatures concerning what should or should not be taught in the PK-12 social studies classroom. We are pleased to see citizens engaging in discussions surrounding citizenship, race, gender, equity, and other social studies topics. Yet we have become aware of the need to address misconceptions that have arisen surrounding what others have labeled as “divisive concepts” such as critical race theory (CRT).

Defining Important Concepts

Divisive concepts can be considered “a broad term for ideas about race and sex that challenge the dominant narrative of America’s founding and history” (National Coalition against Censorship, 2021). Critical Race Theory (CRT) originated in the 1970s from the grouping of legal writings from multiple scholars and academic disciplines. It is an academic framework centered on the idea that racism is systemic, and that racial inequality is woven into the legal and economic fabric of every aspect of American life (Crenshaw, 1988).

Typically, CRT is a framework learned in advanced graduate studies to help conduct academic research (Solórzano, 1998). Gloria Ladson-Billings, who brought CRT to educational research (1998), has acknowledged that critical race theory is not widely taught in PK-12 education, but is instead used to assist educational policy and curriculum (interview with Cornish, 2021).

CRT does not appear explicitly as a term in any state and district PK-12 social studies standards; and is not a foundation of the NCSS College, Career, and Civic Life (“C3”) Framework for Social Studies State Standards. Since critical race theory challenges the dominant narrative of America’s founding and history, it has been considered a “divisive concept” in these legislations.

What is at Stake?

Legislation introduced in 22 states (and passed in several states) seeks to ban the teaching of “divisive concepts” and CRT. (You can track legislation happening in your state here). However, critical race theory has been used by some as an argument to ban the teaching of such concepts as race, racism, white supremacy, equity, justice, and social-emotional learning, as well as to limit the teaching of content such as slavery, Black history, women’s suffrage, and civil rights. Efforts to ban these topics aim to eliminate any discussion of race or the historical roots of racism in our classrooms. 

The accurate and truthful representation of historical events is necessary and beneficial for all students to learn. As the largest organized group of social studies educators in the world, NCSS does not support presenting non-factual or partial knowledge that will not allow students to engage in solid inquiries for making decisions and drawing conclusions. (Please see the previous NCSS current events response on teaching history here). For all students, the ability to learn about the experiences and viewpoints of people of color and America’s legacy of racism is critical to feeling connected and equally valued in a participatory society.

The Right to Academic Freedom

These restrictions impede students’ understanding of real-world issues that can be safely and effectively modeled in classrooms with trained professional educators hired by local school boards in each community. This trust in educators extends to the fact that every educator has the right to academic freedom. Social studies educators have a pivotal role in providing high quality learning for their students in the classroom and make decisions daily to provide current and factual content to students as events rapidly change every day. Attempts by politicians to discredit the professionalism of social studies educators and insert influence in classrooms are not in the best interests of our students and professionals in the classroom. Such attempts contradict and undermine the very professional code of ethics accepted by educators as their professional rights and responsibilities, and affirmed by the licensure requirements in their respective states.

Moving Forward

This upcoming school year will prove to be a difficult one as proposed and newly adopted bills become more prominent and misconceptions about social studies education continue to grow. We encourage educators to stay focused on standards-based, professional practices.

We encourage administrators at all levels, from Pre-Kindergarten through higher education, to support the academic freedom of their educators and researchers and to actively correct misinformation surrounding divisive concepts and CRT. We encourage the general public to listen to social studies professionals about these “divisive” topics and what is truly happening in PK-12 classrooms. Social studies education has been marginalized for years (and is often eradicated from elementary schools altogether), allowing for an increased potential for misinformation and confusion to spread.

NCSS will continue to provide support and high-quality social studies learning to all social studies educators, administrators, and professionals. We will continue to support academic freedom for educators to allow the best learning environment for students everywhere. We also support educators teaching about race, racism, and a more inclusive and honest history. It is important for all social studies educators to use their pedagogical knowledge, professional judgement, legal mandates, and classroom experience when teaching in the classroom. In the meantime, our Advocacy Toolkit is available for those who want to take action in their community to impact their state’s practices or laws.

Works Cited

Cornish, A. (2021, June 22). Academic who brought critical race theory to education says bills are misguided [Radio broadcast transcript of an interview with Gloria Ladson-Billings]. NPR. www.npr.org/2021/06/22/1009182206/academic-who-brought-critical-race-theory-to-education-says-bills-are-misguided.

Crenshaw, K. W. (1988). Race, reform, and retrenchment: Transformation and legitimation in antidiscrimination law. Harvard Law Review, 101(7), 1331-1387.

Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7-24.

National Coalition Against Censorship. (2021). Non-partisan coalition statement opposing “divisive concepts” legislation. Retrieved from https://ncac.org/news/divisive-concepts-statement-2021.

Solórzano, D. G. (1998). Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars. International Journal of Qualitative Studies in Education, 11(1), 121-136.

Founded in 1921, National Council for the Social Studies is the largest professional association in the country devoted solely to social studies education. NCSS engages and supports educators in strengthening and advocating social studies. With members in all the 50 states, the District of Columbia, and 35 countries, NCSS serves as an umbrella organization for elementary, secondary, and college teachers of history, civics, geography, economics, political science, sociology, psychology, anthropology, and law-related education. The NCSS membership represents K-12 classroom teachers, college and university faculty members, curriculum designers and specialists, social studies supervisors, and leaders in the various disciplines that constitute the social studies.

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Joy Lindsey
Director of Marketing, Communications and Membership
jlindsey@ncss.org
301-850-7458