Woke Culture War, Part 17
In recent years, Alabama has seen several legislative and administrative actions that reflect the state's stance on the ongoing national debate over "woke" culture, particularly as it relates to education. These developments are stirring intense discussions about how the state is shaping its educational system and the message it sends to future generations.
One significant change came in October 2024, when Alabama passed a law that bans funding for diversity, equity, and inclusion (DEI) programs at public schools, universities, and state agencies. The law also prohibits teaching what it deems "divisive concepts." These concepts include any teachings that assign "fault, blame, or bias" to any race, religion, or gender, as well as teaching that individuals are "inherently responsible for atrocities that happened in the past," such as slavery.
While the law has been challenged in court by students and professors at the University of Alabama, it has already sparked widespread conversation about how far the state should go in regulating the content taught in its schools. The state's stance on DEI programs is a direct reflection of the ongoing clash over the role of education in addressing historical and social issues.
Gov. Kay Ivey, who signed the bill into law, expressed her firm opposition to what she described as "bad actors" in education. In a statement following the bill's signing, Ivey emphasized that she would not allow taxpayer funds to support what she sees as a liberal political movement counter to the values held by many in Alabama.
"We are committed to providing an education system that reflects the views of the majority of people in our state," Ivey said.
However, some, like Sen. Will Barfoot, who led the legislative efforts behind the law, did not respond to requests for further comment. Instead, the debate continues to unfold in courtrooms, as many wonder whether the law will stand or be overturned.
Another recent development that has fueled the debate is the controversial resignation of Dr. Barbara Cooper, Alabama's former Director of Early Childhood Education. Cooper's departure came after her approval of a resource book for teachers titled "Developmentally Appropriate Practice in Early Childhood Programs," published by the National Association for the Education of Young Children. Ivey's office criticized the book for including "woke concepts," particularly its discussion of systemic racism and LGBTQ+ inclusion.
In an email, Ivey declined an interview but reiterated her belief that such concepts were not appropriate for young children. She shared with "The Alabama Reflector" that these concepts, in her view, had no place in properly educating kids, stressing that the state's focus should remain on core subjects like reading and math.
Rep. Anthony Daniels, Alabama House Minority Leader, expressed his disapproval of what he called Dr. Cooper’s forced resignation. "A person that had been working their entire career in public service and education, helping children in a curriculum that's being referenced as a national standard—that’s what we should be promoting, not pushing someone out for doing their job," Daniels said.
The book that led to the controversy included sections that Ivey says she found particularly troubling. One section reportedly focused on teaching about systemic and structural racism, while another aimed to foster LGBTQ+ inclusion, encouraging four-year-olds to be welcoming toward people of all backgrounds, sexual orientations, and beliefs.
Rep. Daniels, who believes history should be taught without censorship, defended the importance of educating children about the nation's past, including the uncomfortable aspects. "History should be taught. And the truth about history should be taught," he said. "It taught me to not repeat the mistakes of the past and to push policies and structures in place so that we don’t repeat the bad things in history."
The ongoing debate about education in Alabama raises critical questions. Can the state balance the need for a well-rounded education that equips students with an understanding of the world, while also protecting them from content deemed inappropriate or divisive? And, importantly, how will decisions made at the state level impact the ability of educators to teach freely and in alignment with the needs of their students?
