Legislative proposals will have ‘chilling effect’ on freedom of thought in Ky schools

Students in my classroom recognize that social studies is about knowing the questions more than knowing the answers. Yet some legislators think they have all the answers and want to impose them by legislative decree.

In 2019, Kentucky educators worked collaboratively to develop new social studies standards underscoring the pedagogical value of inquiry and analysis. These standards begin, “Social studies classrooms are the ideal locations to foster civic virtue, apply inquiry practices, consider current issues, engage in civil discourse and build a civic identity and an awareness of international issues.”

Students forge civic identity through the process of inquiry, both at home with their families and in classrooms, facilitated by experts with degrees in their field. Legislatively imposing curriculum undermines an inquiry process that relies on questioning, investigating, applying evidence, communicating conclusions, and taking informed action.

While lawmakers oversee the accountability system for schools, curriculum remains the authority of local boards and SBDMs (which includes both educator and parent representatives). In other words, curriculum is a matter of local control.

The proposed legislation moves away from this level of control, even listing documents educators must teach. The list explicitly includes the Bill of Rights — the first 10 amendments to the Constitution — but not the Thirteenth, Fourteenth, or Fifteenth Amendments which aimed to expand the promise of equality and finally enshrine in the Constitution the “new birth of freedom.”

Regardless of the list’s composition, its most alarming aspect is simple: a legislature with the power to dictate what documents and texts must be taught in classrooms also has the power to dictate what documents and texts must not be taught.

This has a chilling effect on the freedom of thought which is core to education. To allow an inherently political legislative body to dictate curriculum creates a barrier to intellectual freedom and sets a dangerous precedent that could readily be exploited.

Nothing is more antithetical to the “American principles’‘ the legislation purports to defend. In fact, a recent CBS News poll revealed 83 percent of Americans oppose banning books and 76 percent believe that schools should “be allowed to teach…historical events that might make some students uncomfortable.”

My passion for teaching is fueled by the energy my students bring to our classroom and discussions. My job is not to teach them what to think about our world and the content we explore. My focus is on helping them learn how to think about these concepts. These conversations are not always easy but they are vital.

The Fayette County Public Schools’ “Portrait of a Graduate” — developed with community input — affirms that students should graduate “civically engaged” and “culturally competent.” As our classrooms become more diverse, we have an obligation to ensure every child sees themselves in the curriculum and understands their story is woven into the American story. We cannot take meaningful steps toward closing opportunity gaps if we shut students out of the curriculum with which we expect them to engage.

Nor do we aim to shut out parents and families. They can access course material through online systems like Google Classroom or Canvas. They can request conferences with educators. They can even engage their children in meaningful conversations at home about course concepts. They can take advantage of Advanced Placement, International Baccalaureate, and dual credit offerings for their child —current offerings which, in fact, are placed in peril by this legislation.

No one is arguing that parents shouldn’t be involved in their child’s learning. The question is, should politicians in Frankfort be directly involved in these decisions?

We should all be committed to empowering young Americans who can think about and engage with American history and define its “promise”—who walk away from our classrooms with the ability, the perspective, and the will to carry out that promise. Students, families, and educators are dedicated to this through local decision-making and collaboration. Will our legislators be as well?

Tyler Murphy is Chair of the Fayette County Board of Education and a National Board-Certified Social Studies teacher at Boyle County High School.