Defiant School Choice: AP African American Studies and Educational Freedom

• In Event: Political Diversity in the Classroom

Abstract

Aligned with the APSA 2024 theme “Democracy: Retrenchment, Renovation, & Reimagination,” this study explores the educational and democratic implications of the Arkansas Department of Education's (ADE) decision to withdraw support for the AP African American Studies (APAAS) course. Our research addresses key questions about emergent themes from content analysis, motivations behind local districts' defiance of state opposition, the influence of community engagement, and the broader global context of educational governance and is as follows:
RQ1: What prominent themes emerge from the content analysis of documents related to AP African American Studies (APAAS), documents about the Arkansas attempt to remove APAAS, and interviews conducted with Arkansas stakeholders regarding APAAS? How do these themes differ in their portrayal and understanding of APAAS's significance within the educational context?
RQ2: What motivated Arkansas districts to continue offering AP African American Studies despite state opposition?
RQ3: How did community engagement and public sentiment influence the schools' decision to maintain AP African American Studies?
RQ4: How does Arkansas schools' defiance in offering AP African American Studies relate to global education trends and the dynamics between state regulation and local decision-making?


Through qualitative analysis of 118 documents and interviews using MAXQDA, we identify significant themes of curriculum, identity, history, politics, and community, addressing RQ1. This analysis directly engages with APSA 2024's focus on the interplay between education, civic education programs, and democratic stability. Our findings highlight the role of educational institutions in fostering democratic citizens, as well as the potential for democracies to support or limit educational expansion.

Our study also investigates the motivations (RQ2) and impact of community engagement (RQ3) on local decisions to maintain APAAS. This aligns with the APSA theme of democratic resilience and the ability of local communities and educational entities to respond to challenges in democratic governance. The defiance of Arkansas schools (RQ4) in offering APAAS amidst state opposition is a poignant example of local resistance and innovation in education, resonating with the conference themes of retrenchment and renovation in democratic societies.

Furthermore, our research contextualizes the APAAS controversy within the historical narrative of school culture wars (Zimmerman, 2022) and the contested nature of schooling (Hult & Walcott, 1990). The implications for racial equity, national identity (Lepore, 2018, 2019), and school choice (McCluskey, 2022) are discussed, offering insights into the challenges faced by local schools when national culture wars intersect with educational objectives. This contributes to the understanding of education governance in both American and comparative politics, embracing APSA’s call for diverse methodological perspectives.

Our findings from this document and qualitative analysis underscore the significance of APAAS as a case study in the broader context of democratic education and community engagement. The study illustrates how educational decisions can reflect and influence democratic processes, emphasizing the need for inclusive, equitable, and politically unbiased educational systems. It sheds light on global education trends, particularly the balance between state regulation and local decision-making, and contributes to the APSA theme of reimagining democratic institutions and practices.

In conclusion, this study not only contributes to academic discourse but also offers practical insights for policymakers, educators, and communities. It highlights the critical role of education in shaping democratic citizens and underscores the importance of community engagement and political awareness in educational governance, resonating deeply with APSA 2024’s thematic exploration of democracy, education, and policy.

Authors

• Sarah Ruth Morris, University of Arkansas

• Robert Maranto, University of Arkansas