The national debate about whether or not to teach critical race theory in schools has been in the news and has garnered attention and ire for quite some time. Critical race theory is rooted in academic theory that racism is ingrained in the history of the United States and still impacts laws in place today. Opponents of critical race theory argue that the teaching tells a story, which paints white males as inherently racist, sexist, or oppressive, whether consciously or unconsciously.
Recently, my current state of residence took center stage in the debate when Gov. Kevin Stitt signed a bill into law prohibiting critical race theory from being taught in our schools. “I firmly believe that not one cent of taxpayer money should be used to define and divide young Oklahomans about their race or sex,’ Stitt said when passing the law.
Oklahoma is far from alone in its position on critical race theory. In fact, South Dakota, Tennessee, Arizona, Utah, and Arkansas are among the states with a ban on critical race theory. While states like Texas continue to consider following suit. Critical race theory has been described as a self-destructive, America hating, anti-reality idea. Those who wish to see it banned from teaching in schools argue that it questions the very foundations of the liberal order.
Many superintendents and district leaders argue quite the opposite. Here in Oklahoma, for example, a number of educators across the state denounced the governor’s action. After years of focusing on ways of ensuring equity and inclusion in our schools, education leaders point out that America has just barely begun cultivating a climate for honest, constructive dialogue about the ways in which race and racism influence American politics, culture, and the law. Proponents of its teaching argue that removing access points to these conversations in a safe environment facilitated by trained educators undercuts our work to eliminate racism before it can even begin.
While education leaders across the nation have stepped out to challenge prohibitions on critical race theory, the issue does not rest solely with educators. At odds with the governor here in Oklahoma, for example, is the leadership of the 1921 Tulsa Race Massacre Centennial Commission.
This debate is ugly and painful, not unlike the work we as educators have been immersed in for many years to ensure equity and inclusion in public education. But I submit that engaging in the difficult conversations is necessary if we are to move beyond the status quo and address the serious issues of race and racism in our society that for far too long have been ignored.