Abstract
Since 2020, legislators across the country have introduced bills aimed at banning instruction of Critical Race Theory in universities. This qualitative study examined 53 bills, most of which contained lists of “divisive concepts” that professors were prohibited from discussing in their classrooms. In addition, I analyzed 26 statements made by supporters of the bills that provided justification for the anti-CRT bans. The data exposed four Discourse Models upheld by these bills and their supporting statements using critical discourse analysis, tools developed by Gee, and legal analysis. The Discourse Models included Neoliberalism, Extreme Nationalism, Colorblindness, and Law as Morality.
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