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The Discursive Tactics of Perpetuating White Normativity in Public Education: A Critical Policy Discourse Analysis of Anti-CRT Policies across 18 States

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Title: The Discursive Tactics of Perpetuating White Normativity in Public Education: A Critical Policy Discourse Analysis of Anti-CRT Policies across 18 States
Language: English
Authors: Alison Wilson (ORCID 0000-0001-7723-3337), Alissa Blair (ORCID 0000-0002-2912-0140), Jason L. Endacott (ORCID 0000-0002-2628-0368), Christopher Giller, Christian Z. Goering (ORCID 0000-0003-2316-1686)
Source: Education Policy Analysis Archives. 2025 33(62).
Availability: 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
Peer Reviewed: Y
Page Count: 35
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Critical Race Theory, Race, Racism, Controversial Issues (Course Content), Racial Attitudes, State Legislation, Humanization, Government School Relationship, Politics of Education, Public Policy, Educational Policy
ISSN: 1068-2341
Abstract: In recent years, state policies banning "divisive concepts" have proliferated as part of a coordinated effort to undermine racial justice by framing critical discussions of race as "indoctrination" and imposing ideological restrictions on curriculum and pedagogy. Using critical policy discourse analysis informed by a critical study of whiteness, this paper examines how 22 policy documents from 18 states operate discursively to shape the parameters of race-related discourse in public education. Our findings suggest that these policies employ three primary discursive maneuvers: (1) constructing false equivalencies that equate white discomfort with racial oppression, (2) appealing to "universal" values to obscure systemic inequities, and (3) controlling definitional boundaries to determine what qualifies as racism and racial harm. These discursive maneuvers not only shape public perception and discourse but also work to preemptively silence conversations related to systemic racism in schools. This study underscores the importance of examining policy as discourse, revealing how language itself operates as a mechanism for maintaining racial hierarchies while presenting itself as neutral. These tactics extend beyond K-12 education, shaping rhetoric and policy in higher education and other public institutions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489120
Database: ERIC
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  Data: The Discursive Tactics of Perpetuating White Normativity in Public Education: A Critical Policy Discourse Analysis of Anti-CRT Policies across 18 States
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  Data: <searchLink fieldCode="AR" term="%22Alison+Wilson%22">Alison Wilson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7723-3337">0000-0001-7723-3337</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alissa+Blair%22">Alissa Blair</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2912-0140">0000-0002-2912-0140</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jason+L%2E+Endacott%22">Jason L. Endacott</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2628-0368">0000-0002-2628-0368</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+Giller%22">Christopher Giller</searchLink><br /><searchLink fieldCode="AR" term="%22Christian+Z%2E+Goering%22">Christian Z. Goering</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2316-1686">0000-0003-2316-1686</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Policy+Analysis+Archives%22"><i>Education Policy Analysis Archives</i></searchLink>. 2025 33(62).
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  Data: 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
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  Data: In recent years, state policies banning "divisive concepts" have proliferated as part of a coordinated effort to undermine racial justice by framing critical discussions of race as "indoctrination" and imposing ideological restrictions on curriculum and pedagogy. Using critical policy discourse analysis informed by a critical study of whiteness, this paper examines how 22 policy documents from 18 states operate discursively to shape the parameters of race-related discourse in public education. Our findings suggest that these policies employ three primary discursive maneuvers: (1) constructing false equivalencies that equate white discomfort with racial oppression, (2) appealing to "universal" values to obscure systemic inequities, and (3) controlling definitional boundaries to determine what qualifies as racism and racial harm. These discursive maneuvers not only shape public perception and discourse but also work to preemptively silence conversations related to systemic racism in schools. This study underscores the importance of examining policy as discourse, revealing how language itself operates as a mechanism for maintaining racial hierarchies while presenting itself as neutral. These tactics extend beyond K-12 education, shaping rhetoric and policy in higher education and other public institutions.
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      – Text: English
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