The Politicalization of Education and Literacy: Who Wins? Who Loses?

Program Co-Chairs: Dr. Carla Meyer, Duquesne Reading Clinic

Dr. Valerie Gresser, Duquesne University

 

​The relationship between politics, education, and literacy has been deeply intertwined throughout the history of the United States (Willis & Harris, 2000). Our theme, The Politicization of Education and Literacy: Who Wins? Who Loses?, encourages participants to critically examine how political agendas have shaped education and literacy practices, policies, and research, and to consider the consequences for different populations over time.

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The politicization of education and literacy has reached a fever pitch in the last decade, with literacy education increasingly under assault from multiple fronts. One significant force is the Science of Reading (SoR)/Structured Literacy movement. This movement promotes a narrow, prescriptive view of reading instruction, often through legislative and policy initiatives. Since 2013, 40 states and the District of Columbia have enacted laws or policies tied to SoR, affecting teacher preparation programs, PK–12 curricula, and the identification of students for additional services (Schwartz, 2024). These mandates frequently disregard the expertise of practitioners and researchers in the field (Meyer & Gresser, 2024). Shanahan (2020) cautions that SoR often relies on the premature application of basic research findings to large-scale pedagogical practices, a practice fraught with risks for students and educators alike. 

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Simultaneously, teachers and teacher educators, particularly those involved in literacy education, face ideological attacks from far-right organizations and politicians.  Policies framed as ensuring "age-appropriate" materials disproportionately target books featuring themes of race, magic, and particularly queer identities and families.  Book censorship has surged dramatically in recent years, with significant implications for intellectual freedom. Beyond censorship, far-right organizations advocate for policy shifts that undermine public education. These groups champion the redirection of public funds to private schools and call for the abolition of the U.S. Department of Education (USDOE). Furthermore, the elimination of affirmative action in college admissions has compounded systemic inequities. ​

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The focus on the interconnected relationship between politics, education, and literacy invites stakeholders to critically reflect on and examine who has historically benefited and harmed—and who continues to benefit and be harmed—from the politicization of education and literacy.  As we explore these relationships, we aim to foster conversations that encourage participants to recognize the inherently political nature of education and literacy and to reconsider their roles as teachers, administrators, teacher educators, literacy researchers, and policy makers.​

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