Guerras curriculares: Un análisis crítico de políticas sobre proyectos de ley de teoría crítica de la raza en la educación K-12 en las legislaturas estatales de Estados Unidos

Autores/as

  • Lolita A. Tabron University of Denver
  • Abigail Bachofer University of Denver
  • Natalie Lewis DSST Public Schools
  • Tracie Trinidad Aurora Public Schools
  • Stephen F. Fusco University of Denver https://orcid.org/0009-0004-5694-7081

DOI:

https://doi.org/10.14507/epaa.32.8534

Palabras clave:

análisis crítico de políticas, teoría crítica de la raza, currículo, liderazgo educativo

Resumen

La inauguración de Donald J. Trump en 2017 dio lugar a políticas polarizadoras, destacando la Orden Ejecutiva 13950 y su postura sobre la “lucha contra los estereotipos de raza y género.” A través del análisis crítico de políticas, examinamos 290 proyectos de ley estatales entre 2017 y 2022 para comparar estrategias que afectan las discusiones sobre el racismo, los prejuicios y las contribuciones de grupos raciales o étnicos en la educación pública K-12. Exploramos cómo los legisladores estatales ejercieron el poder mediante el encuadre legislativo de políticas y la redistribución del conocimiento y los recursos. Aunque la mayoría de los proyectos de ley (74,6 %) diseñados para restringir estas discusiones fracasaron, fueron retirados o expiraron, los legisladores los utilizaron notablemente para obstaculizar el discurso abierto en los entornos educativos. Nuestro análisis comparativo identificó solo 12 esfuerzos legislativos formalmente introducidos en apoyo de estas discusiones, en contraste con 278 proyectos de ley restrictivos. Este esfuerzo orquestado, impulsado principalmente por conservadores de extrema derecha bien financiados y ajenos al ámbito educativo, puede no reflejar el sentir de la mayoría del público. Nuestro análisis destaca la urgente necesidad de recomendaciones en la práctica, la política y la investigación para contrarrestar esta campaña política

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Biografía del autor/a

Lolita A. Tabron, University of Denver

Lolita A. Tabron, PhD, is an associate professor in the Department of Educational Leadership and Policy Studies at the University of Denver. Her research examines how educational policies, leadership practices, and the use of data shape access, experiences, and opportunities—either limiting or expanding possibilities—for historically marginalized students in PK-12 schools. Using critical methodologies such as critical policy analysis, QuantCrit, and critical qualitative inquiry, she collaborates with educators and communities to uncover the roots of inequities and co-create systems that promote equity and social justice in education.

Abigail Bachofer, University of Denver

Abigail Bachofer is a graduate student in the Department of Educational Leadership and Policy Studies at the University of Denver. She also works at the State Revenue Alliance, a national nonprofit that supports state-based advocates to build power and advance legislative campaigns pushing for equitable and just tax policies. Her research focuses on K-12 school finance and curriculum policy making at the state level and district implementation of state policy. Using critical methodologies, such as CPA, she explores how policies and the policy making process include or exclude students, districts, and other historically marginalized stakeholders and how finance and curricular policies can advance social justice. 

Natalie Lewis, DSST Public Schools

Natalie D. Lewis, PhD, is the Vice President of Leadership Development for DSST Public Schools in Denver, Colorado. Dr. Lewis has served in various roles in public education for more than 15 years, including serving as a literacy tutor, teacher, principal and central office leader. She is deeply committed to preparing leaders to lead in diverse school communities and pushing toward greater development of leaders’ understanding of identity markers and its impact on leadership. 

Tracie Trinidad, Aurora Public Schools

Tracie Trinidad, PhD, is the manager of equity programs in the Office of the Superintendent at Aurora Public Schools. Her research focuses on minoritized school experiences, youth abolitionist resistance, Chicana leadership, and sociopolitical youth development. Using critical methodologies such as critical policy analysis and centering Black and Chicana counter narratives through student testimonios, she collaborates with educators and communities to challenge oppressive educational policies to promote equity in education.

Stephen F. Fusco, University of Denver

Dr. Stephen Fusco has more than two decades of experience in policy, law, and education. In addition to being an attorney and special education teacher, he has led special education departments and served as Deputy General Counsel for an urban school district. Stephen is now Senior Counsel at Danone. He holds a PhD in educational leadership and policy studies from the University of Denver, where his research examines discourse that sustains systems of oppression. He also teaches graduate courses at the Morgridge College of Education.

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Publicado

2024-12-17

Cómo citar

Tabron, L. A., Bachofer, A., Lewis, N., Trinidad, T., & Fusco, S. F. (2024). Guerras curriculares: Un análisis crítico de políticas sobre proyectos de ley de teoría crítica de la raza en la educación K-12 en las legislaturas estatales de Estados Unidos. Archivos Analíticos De Políticas Educativas, 32. https://doi.org/10.14507/epaa.32.8534

Número

Vol. 32 (2024)

Sección

Articles

Licencia

Derechos de autor 2024 Lolita A. Tabron, Abigail Bachofer, Dr. Natalie Lewis, Tracie Trinidad, Stephen F. Fusco

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.