Thread by @aemcburney

This thread is my review of #HB3979 from the 87th #txlege, which some, including our Governor, says will outlaw the teaching of Critical Race Theory (#CRT) in public schools, or, at least, outlaw the teaching of racism and the history of white supremacy in our country. 1/

2/ I don’t agree with either of those characterizations.

The opinions I express here are mine alone and do not represent anyone else, including my school district.

To begin with, CRT developed in law schools and hasn’t been taught in public schools.

3/ Since CRT gets mischaracterized as teaching kids that all white people are racist, and since *that* is alluded to in the bill (the bill doesn’t actually mention CRT), I’m guessing that’s what our Governor and GOP members of the #txlege mean.

4/ Incidentally, here is a link to the New Yorker article about the man who helped invent the CRT conflict (newyorker.com/news/annals-of…). He himself has retweeted this with pride.

5/ The bill itself, #HB3979, can be found here: capitol.texas.gov/BillLookup/Tex…. I would open a copy of the enrolled version (which is the final version) if you want to follow along.

6/ #HB3979 Sec. 1 (h-2). First of all, the state just revised the social studies curriculum and now they’re going to have to do it again because some of our politicians are perfectly willing to make curriculum a political football.

7/ But putting that aside, many of the things in (h-2) are already in the TEKS (see tea.texas.gov/academics/subj…). (3) mandates the history of Native Americans, which is arguably more expansive than what currently exists in the TEKS.

8/ (5) This list of “founding documents” includes some documents that are absolutely worth studying, and goes against the idea that the bill outlaws teaching racism, such as (5)(F), (G), (I), and (K).

9/ By the way, teachers, if you were unaware, re: (5)(E)(iv) here’s a good background source on Sally Hemings: monticello.org/sallyhemings/ (6) identifies additional historical documents, related to, among other things, civil rights movements.

10/ (7) specifically requires teaching the history of white supremacy. (8) requires teaching of the civil rights movement, including (which means not limited to) several documents—among which is the UN Universal Declaration of Human Rights, which, sure, GOP, I can add that in.

11/ (9) I think has an issue. It’s about women’s suffrage, but (9)(A) includes the Voting Rights Act of 1965, and while (9)(B) mentions the 19th Amendment, it also mentions the 15th and 26th. In any case, we already teach all of those in Government.

12/ #HB3979 Sec. 1 (h-3). I’ve seen some people say that (1) bans teachers from teaching current events. It doesn’t. It says a teacher many not be compelled to teach current events.

13/ I will continue to use current events as contemporary examples of principles, institutions, and processes of our government in action. So the law then tells me in (2) that if I am teaching a current event, that I will to the best of my ability . . .

14/ . . . explore the event or topic from multiple perspectives “without giving deference to any one perspective”. I can do that, and try to anyway . . .

15/ . . . notwithstanding the fact that I have and will continue from time to time to call out bad behavior on the part of our elected officials (including their manner and content of political communications).

16/ I do this from a real fear that the standards of what we accept from politicians for their behavior continue to decline.

17/ (3) says teachers can’t require, award a grade for, or make extra-credit any example of political activism. This will require me to make a change. In the past, for the Civic Engagement Project I have in my Gov’t classes . . .

18/ . . . I have allowed students to choose, if they wish, actions on behalf of a political party or candidate, including getting out the vote or campaigning (not simply the act, but they must make notes and write a summary, &c.).

19/ It’s never mattered to me which party. However, the way (3) is worded, I think I’ll have to remove that option from the list of options.

20/ (4) is where we find a lot of the commonly held beliefs of what CRT is, or diversity training, or even multiculturalism, &c.

21/ Even within the language of (4)(B)(ii), I don’t see how it would be out of place, if relevant for a course, to discuss the ways that practices and policies that were once influenced by racism may persist today . . .

22/ . . . and how some might benefit from them while others continue to suffer consequences—whether people are generally aware of it or not.

23/ I am not teaching that a white student is inherently racist if I am teaching how something like the effects of redlining continue to have persistent effects that hurt many people of color.

24/ (4)(B)(vi) raises an interesting question: If there are persistent effects of racist practices that are occurring *right now*, do we have a responsibility to rectify them?

25/ (4)(B)(ix) takes a shot at the 1619 Project. Do I teach that 1619 is the “true” founding of the United States? No. Do ignore the significance of slavery to the founding of the British American colonies and later to the founding of the United States? Also no.

26/ Would I try to explore the multiple perspectives of this controversy, as required by (h-3)(2), which has clearly resulted in new state laws across the country? Yes, of course.

27/ (4)(C) says a teacher or district can’t require an understanding of the 1619 Project. This still would allow making the 1619 Project essays optional, recommended reading.

28/ Note that teaching the controversial current event of the public debate over the 1619 Project, and how it has resulted in numerous laws passed by GOP-controlled state legislatures, is not the same as teaching the Project itself.

29/ So-called “culture wars,” civil rights, and party ideology are all within the scope of teaching Government.

30/ #HB3979 Sec. 1 (h-5) says a school district can’t enforce any rules that would punish a student or have a “chilling” effect for discussing anything in (h-3)(4). Pretty sure I can work with that. I will, as always, expect discussions in my classroom to remain civil.

31/ The remaining sections of the bill deal with implementation and severability. So Section 1 is pretty much the meat of it.

32/ I am a public school teacher. If anyone has questions about what I teach or how I teach it, I feel you are entitled to a straight answer. I welcome people to ask here or in my DM’s anytime.

33/ Lastly, as a school district employee, I am subject to how my school district interprets the new rules and standards that will result from this, and I will abide by those, notwithstanding my own opinions.

34/x If it turns out I do disagree with my district’s interpretation of any of this, I’ll handle that through appropriate channels and it will be between me and my district.