Friends:
Please note that Senate Bill 37/HB 4499 and SB 2714/HB 2548—highlighted in this excellent op-ed by Dr. Lauren Gutterman—pose serious threats to both K-12 and higher education in Texas. It’s deeply troubling to see some of our state leaders advancing policies that could severely undermine, even disfigure, public education in our state.
I appreciate Dr. Gutterman for rightly identifying the legislature itself as the driving ideological force behind these efforts. If you oppose these harmful bills, I strongly encourage you to contact your representatives and make your voice heard. If you're unsure who represents you, you can find out here: https://wrm.capitol.texas.gov/home
If you're in Austin—or can get to Austin—in the next week or so, consider visiting your representative at the Texas Capitol. With the legislative session winding down, it's a crucial time to share your thoughts.
-Angela Valenzuela
#youwillnoteraseus #youwillnotsilenceus
Texas bills invite political interference in the teaching of U.S. history | Opinion
As a historian and faculty member at the University of Texas, I love teaching students about the complexity of the American past and helping them make connections between what seems like ancient history and their own daily lives. Several pending bills in the Legislature would make those aspects of my instruction harder, by hindering or outright prohibiting the teaching of honest and comprehensive U.S. history in public colleges and universities in our state.
According to Texas Education Code §51.302, every student graduating from a college or university receiving state funding must complete six semester hours of American history, which may include up to three semester hours of credit in Texas history. Courses partially fulfilling this requirement — which I regularly teach — would be directly affected by Senate Bill 37/HB 4499 and SB 2714/HB 2548, should either or both of these bills become law.
SB 37, one of Lt. Gov. Dan Patrick’s top 40 legislative priorities, would require the politically-appointed governing board of each public institution of higher education to review general education courses to ensure that they do not “distort significant historical events” or include a curriculum that “teaches identity politics,” “requires or attempts to require students to adopt an ideology,” or “is based on a theory that systemic racism, sexism, oppression, or privilege is inherent in the institutions of the United States.”
These restrictions invite political interference in the teaching of U.S. history through both their vagueness and their specificity. SB 37 does not explain what it means to “distort” the teaching of history, and it does not attempt to define what constitutes an “ideology,” thus allowing administrators wide latitude to censor teaching on aspects of American history they find objectionable.
At the same time, these prohibitions explicitly seek to constrain teaching on issues of inequality in the U.S. My own research focuses on women’s and LGBTQ history. By merely presenting students with evidence of trans and gender non-conforming people’s existence in the past I could easily be accused of indoctrinating students with “gender ideology.”
SB 2714 goes even further in constraining teaching in core curriculum courses by banning discussions of “whiteness,” “systemic racism,” “intersectionality,” “gender identity,” “social justice” and “decolonization” among many other concepts. This language pertains to teaching regarding “contemporary American society,” and the bill purports to exempt instruction on race and racism in the past.
But I encourage students to see the legacies of historical events, policies and people today. For example, after discussing the development of the suburbs, housing segregation and the meaning of the American dream in the post-World War II period, I ask students to research the history of their homes and communities and interpret it for themselves. Many students see this project as a highlight of the course.
SB 37 and SB 2714 and their companion bills threaten the teaching of U.S. history in Texas public colleges and universities in accordance with the Texas Education Code. If signed into law, these bills would undermine the liberty to learn and to think that has long been at the core of American institutions of higher education.
As Thomas Jefferson wrote regarding the University of Virginia, which he founded in 1819: “This institution will be based on the illimitable freedom of the human mind. For here we are not afraid to follow truth wherever it may lead, nor to tolerate any error, so long as reason is left free to combat it.”
In considering SB 37 and SB 2714, I hope our state lawmakers will stay true to Jefferson’s vision of higher learning and choose not to impose limits on the minds of Texas students who are more than capable of drawing their own conclusions about the American past.
Lauren Gutterman is an associate professor of American Studies at the University of Texas.
