Carrying the CRT Legacy in Perilous Times: Educational

Research and Practice in the Social Science Under Florida

’

Stop WOKE Act

Ebonie S. Bennett

University of Florida, Ganisville, Florida, USA

Keywords Social Studies Education, CRT, antiracist teaching, HB 7

How to cite this article (APA): Bennett, E. S. (2024). Carrying the CRT legacy in perilous times: Education research and practice in social

sciences under Florida's stop WOKE act. Annals of Social Studies Education Research for Teachers, 6(1), 5-14.

https://doi.org/10.29173/assert74

ABSTRACT

Florida’s House Bill 7, also known as the Stop Woke Act, is one of the most

controversial legal measures in educational history, increasing the supervision of

teaching and learning about anti-black racism in social studies education. Florida

Governor Ron DeSantis has legally banned teaching CRT (critical race theory)

from K-12 schools, colleges, and universities. In this paper, I analyze specific

points from Florida’s House Bill 7 (2022), unpacking its legal divisiveness that

upholds white supremacy in the social sciences. This blatant denial of America’s

tragic racial history has intensified a hostile and superficial learning environment

for teachers of social studies education. As a Black woman, educator, and

researcher, there is an added layer of betrayal teaching about race under intense

legal scrutiny. In this article, I intend to unpack my experience as one of the last

groups of doctoral students to learn CRT at a Florida public university, revisiting

the political shift against CRT and how it has impacted my research and practice.

Published July 2024

Corresponding Author:

Ebonie S. Bennett

Ebonnj75@ufl.edu

DOI 10.29173/assert74

Pages: 5-14

Distributed under Creative

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Attribution-Non-Commercial 4.0

International (CC BY-NC 4.0).

article’s copyright remains with the

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Carrying the CRT Legacy in Perilous Times

Bennett, Ebonie

INTRODUCTION

In the summer of 2020, prior to the crusade against Critical Race Theory (CRT), America appeared

to be at the nexus of racial advancement driven by the socioeconomic impact of COVID-19 and

police brutality against Black and Brown people. This period, popularly known as the “Summer of

Racial Reckoning,” was the most overt and intense support for Black lives witnessed in decades,

characterized by grassroots antiracist activism elevated through promoting diversity and inclusion,

removing of confederate monuments, renaming public institutions honoring individuals with racist

histories, and disseminating anti-racism advertisements (Bradley, 2021; Chavez, 2020; Clark, 2020;

Mclaughlin, 2020). These efforts were short-lived as CRT’s tenet of racial realism predicts

reoccurring and transient changes in racial attitudes due to the permanence of racism (Nguyen et al.,

2021). Many scholars have challenged the effectiveness of this period, naming the Summer of Racial

Reckoning a period of performative politics lacking evidence of racial progress (Bradley, 2021;

Burkhard, 2022; Williams, 2022).

Amongst transient changes, they included the scrutiny of CRT, which began shortly after the

Summer of Racial Reckoning in 2020. By June of 2021, CRT reached mainstream headlines after

Florida governor Ron DeSantis signed House Bill 7, or the “Stop WOKE Act,” into law, banning

instruction on CRT in Florida public schools. Governor DeSantis claims his efforts to eradicate CRT

from schools were executed to prevent “teaching kids to hate their country and hate each other”

(DeSantis, 2024). However, DeSantis’ efforts demonstrate that the lack of understanding of CRT

contributes to false narratives spread by politicians rallying against it. (Patterson et al., 2023). As of

2021, an alarming 42 states have initiated bills to ban CRT in schools, limiting how race and gender

can be discussed in classrooms (Berman et al., 2023).

THE RESEARCH

The demonization of CRT, which unfolded shortly after the Summer of 2020, reveals how symbolic

racial ramifications can be disguised as racial progress. CRT and intersectionality scholar Kimberlé

Crenshaw theorizes the “cyclical dimensions of race, reform, and retrenchment” (Crenshaw, 2022, p.

1707), which can be applied to this rapid change in attitudes on race. The retrenchment of racial

progress can be linked to perhaps the most controversial CRT tenet, the permanence of racism (Bell,

1992; Goodman, 1993; Milner, 2017), underscoring the impossibility of overcoming deeply ingrained

racist structures that dominate our institutions, legal system, and social conventions with society as

we know it.

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CRT is a theoretical framework that examines the functioning of racism in society. It was

introduced to academic scholarship in the late 1970s as a response to the ongoing racial inequality

following the Civil Rights movement of the 1950s. Scholars in CRT argue that racism perpetuates

inequality and suffering for marginalized groups. They also emphasize that race is a socially

constructed concept rather than a biological marker of difference (Ladson-Billings & Tate, 1995).

CRT comprises five core principles: prioritizing the significance of race and racism, questioning

prevailing narratives, dedication to promoting social justice, recognizing the value of experiential

wisdom, and embracing an interdisciplinary approach (Kohli & Solórzano, 2012). CRT scholars

analyze the intricate relationships between race, power, oppression, and the pursuit of social justice.

CRT shapes our understanding of the social world and influences attitudes, beliefs, and perceptions

toward racial differences (Omi & Winant, 2014).

In 2022, Florida passed HB 7, popularly known as the Stop WOKE Act, banning the teaching of

CRT in Florida schools while subsequently solidifying white ideology as dominant in teaching and

learning about race, gender, and power in America (Hutchens & Miller, 2023). Florida institutions that

violate HB 7 face heavy financial penalties, including ineligibility of performance funding for the next

fiscal year after violations are discovered (Pettit, 2022). HB 7 section 42 also indicates that

“American history shall be viewed as factual, not as constructed, shall be viewed as knowable,

testable, and defined” (FL Individual Freedom Act, 2022). History taught under these pretensions

excludes the historical accounts of diverse voices, facilitating a rigid view of the past. Presenting

America’s history as solely “factual” disregards the historical perspectives of marginalized

communities, posing challenges for social studies teachers in fostering inquiry and critical thinking

within the curriculum (López et al., 2021). Excluding histories misaligned with white ideology is not

new to the makeup of the American school. The US social studies curriculum has sustained power

structures through the null curriculum, or what is left out of the social sciences (Eisner, 1985; Flinders

et al., 1986). HB 7 also criticizes more subtle forms of racism, such as neutrality, objectivity, and

racial colorblindness, as being racist or sexist (FL House Bill 7, 2022), all of which impact minority

students, teachers, and administrators.

The anti-intellectual regulation of race-related content in Florida due to HB 7 has contributed to

racial battle fatigue (RBF), or the psychological and physical stress experienced by Black educators

from overt and subtle racist experiences (Smith, 2003). Many social justice and equity-positioned

teachers and researchers are avoiding or leaving Florida colleges and universities altogether, fearing

they will be penalized for conducting CRT and equity-based work (Crawford, 2022; Need, 2022;

Topalidis & Austin). Following the passing of Florida’s HB 7 2022, Black educators are compelled to

conceal how racism systematically marginalizes minorities, including their own experiences with

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racism. Teaching under these conditions has constrained educators' decision-making in assignment

selection, textual resources, and even feedback on student work (Graddick, 2023; Strom, 2023;

Toppo, 2022). It has also made Black educators reluctant to address marginalization in their

classroom, masking how racism impacts education and their own lives.

FINDINGS & IMPLICATIONS

White fragility, as demonstrated in Florida’s HB 7, disregards the legacy of racism and the daily

realities experienced by minorities in our racially stratified society. White fragility is understood as “a

state in which even a minimum amount of racial stress becomes intolerable, triggering a range of

defensive moves” (DiAngelo, 2018, p. 247). The conciliation of white fragility is evident in the

language of HB 7, stating “a person by virtue of his or her race or sex, does not bear responsibility for

actions committed in the past by other members of the same race or sex” and “an individual’s moral

character or status as either privileged or oppressed is not necessarily determined by his or her race,

color, sex, or national origin” (FL House Bill 7, 2022). White fragility evident in HB 7 shelters whites

from honest reflections about race, permitting them to disengage from the racial reality they

inherently benefit from (DiAngelo, 2018). It is clear that Florida’s HB 7 not only fails to acknowledge

the lasting impact of racism but also hinders honest reflection and engagement with racial realities.

As educators, it is our responsibility to equip students with the necessary tools to navigate and

understand the complexities of race and racism in our society, as these issues pervade every aspect

of our lives and institutions.

PRACTICAL IMPLICATIONS FOR TEACHERS

 Ignorance is a primary motivator behind the campaign against CRT. I encourage all educators

read impactful CRT research in education—especially Gloria Ladson-Billings’ (1995) “Just

What Is Critical Race Theory and What’s It Doing in a Nice Field Like Education?”—which

introduced CRT to the educational sphere. https://defendinged.org/wp-

content/uploads/2022/04/Just-what-is-critical-race-theory-and-whats-it-doing-in-a-nice-field-like-

education_.pdf and her recent work “Critical race theory- What it is not!” (2021)

https://www.biknotes.com/_files/ugd/b8b6dc_c130ecf51e404a0c94a163eb73db6c20.pdf#page=55

 Incorporate diverse voices in the curriculum to facilitate discourse and critical thinking on

issues concerning race and racism (Berman et al., 2023).

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 Make a connection to real world issues proximal to students lives by incorporating current

events surrounding issues of difference. Allow students to share their perspectives on these

issues.

 Include lessons on grassroots activism in social justice education to demonstrate how

individuals and communities have resisted injustice. Students need to know they are not

powerless in the fight towards equity.

 Anti-CRT laws is a nationwide concern. Get political. Know your state and local laws and

VOTE. See this resource “Understanding the Attacks on Critical Race Theory” (2021) from

the National Education Policy center that synthesizes anti-CRT policies across the US.

https://files.eric.ed.gov/fulltext/ED616105.pdf

Suggestions for Racial Battle Fatigue

 Set boundaries to maintain your emotional capacity.

 Practice reflective journaling to reflect on your experiences with race and racism schools.

 Find other school community equity-based educators who appreciate and appreciate your

experiences.

 Engage in advocacy and activism within and outside of school.

 Set realistic expectations under the ramifications of anti-CRT laws.

Q & A WITH EBONIE BENNETT

Question #1

Teacher’s Question:

To what extent does your understanding of CRT impact your practice as a critical

social justice educator?

Ebonie Bennett’s Response:

Immersing in CRT tenets and literature affirmed my reality as a Black woman and allowed me to see myself

and my students in my research. Reflecting on my introduction to CRT during the Summer of 2020, I realize

that it has empowered my research lens and teaching practices, allotting me the language to critique the

entrenchment of racism in schools. My understanding of CRT significantly informs my practice as a critical

social justice educator. It provides a framework for analyzing systemic racism in education and society. This

understanding shapes how I conduct research, design curriculum, facilitate discussions, and engage with

my students.

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Author Name (Last, First)

Question #2

Teacher’s Question:

How does Critical Race Theory (CRT) prepare individuals to address the complex and divisive nature of

racism in education and beyond?

Ebonie Bennett’s Response:

Critical race theory prepares educators for the complex and divisive nature of racism observed in schools. It

allows educators to address why racism exists and to what end, shifting focus toward dismantling racism in

education and beyond. This shift in perspective has been profound for me. Rather than feeling

overwhelmed or defeated by the enormity of racism, CRT has empowered me to channel my energy and

efforts into tangible strategies for creating change. It has instilled a sense of urgency and purpose, driving

me to advocate for equity and justice in education and beyond.

Question #3

Teacher’s Question:

What are the potential consequences of teachers avoiding social justice and equity-positioned teaching—or

just leaving the profession entirely—have on the educational landscape in Florida?

Ebonie Bennett’s Response:

I asked this same question to a colleague who leads social justice work at a prominent Florida university.

Her response was another question: “Who will fight for our students in Florida if we all leave?” As a Florida

native, I planned on leaving after receiving my doctoral degree. However, there are people here who need

and appreciate our work. I fear that if all equity-positioned teachers leave, our state will attract conservative

educators who don’t mind omitting racial histories to maintain the status quo.

Question #4

Teacher’s Question:

How does the lack of understanding of CRT among future generations of citizens impact their awareness of

the influence of race and racism on teaching and learning?

Ebonie Bennett’s Response:

The lack of understanding of CRT among future generations of citizens can limit their awareness of the

pervasive influence of race and racism on teaching and learning. Without a critical understanding of how

racism operates on systemic levels, individuals may perpetuate harmful beliefs and behaviors, contributing

to racial inequality. This lack of awareness can also hinder inclusivity and equity in classrooms.

Carrying the CRT Legacy in Perilous Times

Bennett, Ebonie

Question #5

Teacher’s Question:

What resources or strategies do you recommend for educators struggling to remain committed to equity

because of fear?

Ebonie Bennett’s Response:

I'm not sure if the commitment to equity ever wavers due to fear, but it may dim amidst political turmoil. In

response, I urge educators to seek support and encouragement from their communities, particularly from

experienced educators who have weathered previous political movements in education. Above all, pedagogy

steeped in fear is not true pedagogy. Educators should foster teaching environments where they feel secure

and empowered to thrive. While some educators may bravely tackle the challenge of addressing race and

racism despite legislative constraints, others may choose to avoid it altogether. This diversity of response is

the reality we face, and it is crucial not to coerce educators into promoting equity out of fear but to create a

better world for our students.

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Carrying the CRT Legacy in Perilous Times

Bennett, Ebonie

ABOUT THE AUTHOR

Ebonie S. Bennett

Ebonie S. Bennett is a PhD Candidate in the Curriculum and Instruction Program specializing in Teachers,

Schools, and Society. Ebonie’s research highlights the negotiation of Black in education, prioritizing the

unique perspectives of Black youth. Her research interrogates how the intersections of race and poverty

influence scholars to experience oppressive forces imagined while examining narratives, being cognizant of

its impact on Black students’ attitudes towards school. Through memories, imagery, and self-talk, Ebonie’s

qualitative research aims to cultivate depth, addressing the density of securing Black educational futures.

Ebonie also serves as a school-wide instructional coach and has taught for over seven years in North

Central Florida. Outside of professional pursuits, I enjoy caring for my family, cooking, and special home

DIY projects.