Who holds [educational] authority? Framing the authoritarian turn in the conservative “gag orders” in the United States

IF 1.9 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teachers and Teaching Pub Date : 2023-10-23 DOI:10.1080/13540602.2023.2273399

Angela Kraemer-Holland

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Abstract

ABSTRACTAmid the democratic backsliding of the United States and other nations, this paper problematises how authoritarian policy trends complicate who holds educational authority over teacher pedagogy, the contested public education arena, and schools as knowledge production sites within a democratic society. This paper situates the entrenched war on the educated in the United States within a broader political context that has unearthed nationwide educational policies premised on anti-democratic tenets of authoritarian populism. Drawing upon language from enacted educational ‘gag orders’ in multiple states, this paper highlights how conservative policy language positions teachers as passive policy subjects and illustrates the aims of these educational orders to curtail academic freedom, institutional autonomy, and redefine what is true and worth knowing within the contested public education domain. Finally, this paper calls to attention the risks posed to democratic institutions and stakeholders in the wake of authoritarian turns occurring both nationally and globally.KEYWORDS: teachers and teachingeducational policydemocracypublic educationcritical discourse analysis Disclosure statementNo potential conflict of interest was reported by the author.

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谁拥有[教育]权威?勾勒出美国保守派“禁言令”的威权主义转向

摘要在美国和其他国家的民主倒退中，本文提出了一个问题，即威权主义政策趋势如何使谁在教师教学法、有争议的公共教育领域以及在民主社会中作为知识生产场所的学校拥有教育权威变得复杂。本文将美国对受教育者的根深蒂固的战争置于更广泛的政治背景下，这种政治背景揭示了以专制民粹主义的反民主原则为前提的全国性教育政策。借鉴多个州颁布的教育“禁言令”中的语言，本文强调了保守的政策语言如何将教师定位为被动的政策主体，并说明了这些教育命令的目的是限制学术自由、机构自治，并在有争议的公共教育领域重新定义什么是真实的、值得知道的。最后，本文呼吁人们注意在国家和全球范围内发生威权主义转变后，民主制度和利益相关者所面临的风险。关键词:教师与教学教育政策民主公共教育批判性话语分析披露声明作者未报告潜在利益冲突。

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来源期刊

Teachers and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

7.40%

发文量

期刊介绍： Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers" work and other research of professional interest.