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Delimiting Discourse: Analysis and Implications of Anti-CRT/Wokism Rhetoric and Memory Laws.

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Title: Delimiting Discourse: Analysis and Implications of Anti-CRT/Wokism Rhetoric and Memory Laws.
Authors: McGovern, Jonathan G. (AUTHOR), Newton, Victoria (AUTHOR)
Source: Social Studies. Jul/Aug2026, Vol. 117 Issue 4, p216-234. 19p.
Subjects: Critical race theory, Critical discourse analysis, Education policy, Federal legislation, Racism, Social sciences education, Critical theory, Black history
Abstract: The social studies since its inception has experienced intense periods of contestation about what content should be covered and what pedagogical practices should be employed. These social studies wars have been recurrent features of the discipline since its inception in 1916. The most recent iteration of our nation's curricular wars has witnessed a renewed offensive to restrain how the painful past and present are addressed in schools, most notably in social studies classrooms. This paper endeavors to offer a chronology of the most recent contestations and survey some of the impacts that the bevy of memory laws have generated. Next, the paper attempts to explicate the discourses that have been deployed to inhibit efforts to address the historical legacies and present instantiations of the nation's pervasive racism and other oppressions. By utilizing the insights of critical race theory and critical whiteness studies, along with the analytical tools of critical discourse analysis, this paper seeks to spotlight the efforts to establish memory laws that are designed to see off productive efforts, such as The 1619 Project, to honestly grapple with the histories of the country and consider how a forthright reckoning could potentially contribute to engendering a more equitable future. [ABSTRACT FROM AUTHOR]
Copyright of Social Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Delimiting Discourse: Analysis and Implications of Anti-CRT/Wokism Rhetoric and Memory Laws.
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  Data: <searchLink fieldCode="AR" term="%22McGovern%2C+Jonathan+G%2E%22">McGovern, Jonathan G.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Newton%2C+Victoria%22">Newton, Victoria</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Social+Studies%22">Social Studies</searchLink>. Jul/Aug2026, Vol. 117 Issue 4, p216-234. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Critical+race+theory%22">Critical race theory</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+discourse+analysis%22">Critical discourse analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+legislation%22">Federal legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+theory%22">Critical theory</searchLink><br /><searchLink fieldCode="DE" term="%22Black+history%22">Black history</searchLink>
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  Data: The social studies since its inception has experienced intense periods of contestation about what content should be covered and what pedagogical practices should be employed. These social studies wars have been recurrent features of the discipline since its inception in 1916. The most recent iteration of our nation's curricular wars has witnessed a renewed offensive to restrain how the painful past and present are addressed in schools, most notably in social studies classrooms. This paper endeavors to offer a chronology of the most recent contestations and survey some of the impacts that the bevy of memory laws have generated. Next, the paper attempts to explicate the discourses that have been deployed to inhibit efforts to address the historical legacies and present instantiations of the nation's pervasive racism and other oppressions. By utilizing the insights of critical race theory and critical whiteness studies, along with the analytical tools of critical discourse analysis, this paper seeks to spotlight the efforts to establish memory laws that are designed to see off productive efforts, such as The 1619 Project, to honestly grapple with the histories of the country and consider how a forthright reckoning could potentially contribute to engendering a more equitable future. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00377996.2025.2514752
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        Text: English
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              Text: Jul/Aug2026
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